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University of Illinois Library 


A POINT SCALE FOR MEASURING 
MENTAL ABILITY 


A POINT SCALE FOR 
MEASURING MENTAL ABILITY 


[Monceraph No. 1 of the Psychopathic Hospital, Boston, Massachusetts] 


By 
ROBERT M. YERKES 


Assistant Professor of Comparative Psychology, Harvard University, and 
Psychologist to the Psychopathic Hospital, Boston, 


JAMES W. BRIDGES 


Lecturer in Psychology, University of Alberta. Formerly Interne in Psychology. 
the Psychopathic Hospital, Boston, 


AND 


ROSE S. HARDWICK 


Instructor in Education, Boston School of Physical Education. Formerly Assistant 
in Psychology. the Psychopathic Hospital, Boston. 


BALTIMORE 


WAKWICK & YORK, Ine. 


1915 


Copyright, 1915 
by 
WARWICK & YORK, Inc. 


To the Memory of 
ALFRED BINET 
aiid eye 


EDMUND B. HUEY 


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CONTENTS 


PRreFATORY STATEMENTS AND ACKNOWLEDGMENTS......... 1 


By Robert M. Yerkes 


Part I 
Tue CONSTITUTION AND RELATIONS OF THE PoINT SCALE 
By Rose 8S. Hardwick 


Chapter 1. General Description of the Point Scale: Prin- 


ciples Involved . i tes Sine, ae 6 
Chapter 2. Detailed Deser edn of the ‘Gear PNR Cols: 17 
Chapter 3. Relation of the Point Scale to the Binet- 

Bev ELC Ne 3s Crd Les ora OR eee Pak gore Se od ns ol 


Parr II 


RESULTS OF THE APPLICATION OF THE SCALE TO NORMAL 
INDIVIDUALS 


By Robert M. Yerkes and James W. Bridges 
Chapter 4. Measurement of the Pupils of City Schools.. 49 


Chapter 5. Norms for Age, Sex, Linguistic, and Social 
EARS MME! OE OR AAs a iat Or 61 

Chapter 6. The Significance of Sociological and Racial 
ENP TSI Sag 1h A obras Rk Ae geo go) 15 

Chapter 7. The Limits of Applicability of the Scale: 
CART Ce ELLE Pre eee er nn utes rd. soe a 89 

Chapter 8. Reliability of Results: Comparison with 
Pe MAO) a tant ee es cls tee aay GO 

Part III 


RESULTS OF THE APPLICATION OF THE SCALE TO DEFECTIVE OR 
DERANGED INDIVIDUALS 


By Rose S. Hardwick 


Chapter 9. Report on One Hundred and Fifty-five Hos- 
pital Cases Examined by the Point Scale.. 107 


CONTENTS vill 
Part IV 
REVISION OF THE SCALE 
By Robert M. Yerkes 
Chapter 10. Analysis of Results as a Basis for Revision. 121 
Chapter ‘11. The Revised Point Scale: Materials and 
| Directions: for Usine 2 na... ee eee 135 
Part V 
THE OUTLOOK 
By Robert M. Yerkes 


Chapter 12. Proposals for a Universal Point Scale...... 165 


PREFATORY STATEMENTS AND ACKNOWL- 
EKDGMENTS 


By Rospert M. YERKES 


In the fall of 1913 the writer proposed to Mr. J. W. 
Bridges the task of aiding him in constructing a measur- 
ing scale for intellectual ability which should consist of a 
single series of tests and in connection with which credit 
should be given according to the merit of the subject’s 
response. The suggestion for this type of scale was taken 
from the work of the late Doctor E. B. Huey. The writer’s 
proposal was foreed by the conviction that the Binet A ge- 
Seale, with its several groups of measurements and its 
‘‘all-or-none’’ method of giving credit, was yielding less 
satisfactory information than the interests of the Psy- 
chopathice Hospital demanded. From the first it was our 
intention to develop a better method rather than to at- 
tempt to modify the Binet Seale. Our interest was wholly 
constructive, and we have been critically destructive only 
in so far as progress seemed to demand destruction. This 
is still our attitude toward the older scale, in spite of the 
fact that we now are fully convinced that it has served its 
most important purpose and must shortly give way 
wholly to a superior method.’ 

In the scale which we devised we gave preference to the 
Binet tests because they had been thoroughly tried out 
and could be more readily evaluated than could new mate- 
rials. It was our intention to determine the value of the 
single-series and the partial-credit ideas before attempt- 


*The following papers on the Point Scale, parts of which reappear in 
this volume in modified form, have been published : 

Yerkes, Robert M., and Bridges, J. W. The Point Scale: a new method 
for measuring mental ability. Boston Medical and Surgical Journal, 
1914, vol. 171, pp. 857-865. 

Yerkes, Robert M., and Anderson, Helen M. The importance of social 
status as indicated by the results of the point scale method of measuring 
mental capacity. Jour. Educ. Psy., 1915, vol. 6, pp. 137-150. 


1 


2 A POINT SCALE FOR MEASURING MENTAL ABILITY 


ing to develop a highly satisfactory form of point scale. 
We deemed it wiser to content ourselves at the start with 
a pre-adolescent scale than to attempt to construct one 
which should be equally applicable to all ages. But very 
early in our work the idea of a universally applicable 
scale presented itself, and for a time we were strongly 
tempted to strive to achieve this ideal immediately instead 
of working toward it gradually. 

The Point Scale, for which results are now to be pre- 
sented, was avowedly a tentative and provisional group 
of tests. It was ready for use early in 1914, and now, 
approximately a year later, we see clearly the possibility 
of abandoning it in favor of an obviously better scale. 
Immediately upon the completion of the preliminary 
preparations a staff of examiners was organized and sys- 
tematic examining was undertaken in the public schools 
of Cambridge, Massachusetts, as well as in the Psycho: 
pathic Hospital. 

Our hearty thanks and sincere gratitude for their open- 
minded and generous co-operation are due to the school 
authorities of Cambridge, and especially to the Superin- 
tendent, Mr. M. E. Fitzgerald, and to Mr. H. Warren 
Foss. Without the opportunity to apply our method to a 
reasonably large group of normal cluildren we should 
have been helpless, for the Point Scale’s value depends 
wholly upon reliable norms. 

Between January and June, 1914, upward of seven 
hundred pupils were examined in one grammar school 
and about sixty in another. The first school included 
pupils from the kindergarten to the eighth grade; in the 
second school examinations were made only in the kinder- 
garten and the first grade. While the public school ex- 
aminations were in progress psychopathic and defective 
individuals were being examined daily at the Hospital. The 
number of such subjects to be reported on is about one 
hundred and fifty. During the summer of 1914 the Seale 
was also applied to about seventy-five normal adults rang. 


PREFATORY STATEMEN'TS 3 


ing in age from seventeen to forty-three years. ‘The 
statements which are to be made in this book will there- 
fore be based upon approximately one thousand examina- 
tions, although, because of various demands of classifi- 
eation, we have been forced to restrict several of our 
eroups, and somewhat less than one thousand individuals 
appear regularly in the tables of our report. 

Approximately four-fifths of the examinations to be re- 
ported were made by five experienced examiners: Mr. J. 
W. Bridges, Mr. R. M. Yerkes, Miss Kate F’. Puffer, Miss 
Rose 8. Hardwick and Mr. L. D. Pedrick. The names are 
arranged in the order of frequency of the examinations. 
Substantial help was given also by Mr. J. L. Manahan, 
Mr. H. B. Dine, Miss H. M. Anderson, Miss O. EK. Martin, 
Mr. J. A, Bell, Mr. D. G. Nutter, Miss J. C. Perry, Mr. 
G. S. Goodwin, and Mr. W. F. Dearborn. 


The writers of this report wish to express their appre- 
ciation of the aid in the task of establishing norms for 
the Point Seale so generously and effectively given by 
the persons named above. Their interest and assistance 
greatly encouraged those of us upon whom the burden of 
jabor and responsibility rested most heavily. 


To the State Board of Insanity of Massachusetts we 
are indebted for the financial assistance which enabled 
us to arrange for the clerical and stenographiec work en- 
tailed by the preparation of our data for publication. 

We offer this report as a contribution to method of 
mental examining. It has been beyond our purpose to 
discuss similar attempts at the development of measur- 
ing scales or to compare our results with those of other 
observers,—therefore our evident neglect of the literature. 
Our debt to the writings of Thorndike, Whipple, and 
Stern, as well as to those of Binet and Huey, is obvious, 
and we gladly make acknowledgment. Recently many of 
the objections to the Binet-Simon Seale which prompted 
our effort to develop a new method have found expression 


4 A POINT SCALE FOR MEASURING MENTAL ABILITY 


in the psychological literature of at least three countries.” 
Naturally enough, we are encouraged by this evidence of 
widespread appreciation of the need for a more satisfac- 
tory method of estimating mental ability. 

Our scale is in no sense a finished product. It was 
originally developed as a pre-adolescent scale, with the 
expectation that, should it prove valuable, a second seale 
would be developed for use with adolescents and adults. 
We have, as this volume will make clear, found reason 
to change our plan and to attempt the development of a 
universally applicable scale which shall replace both our 
preliminary pre-adolescent and our proposed post-adoles- 
cent scales. The original scale has proved useful to us, 
and we firmly believe that, in the revised form in which 
we recommend it for application, it will prove increas- 
ingly serviceable to all who employ it. It is our earnest 
hope that the method may prove to be an important step 
forward. 


Cambridge, Massachusetts, December 18, 1914. 


“See, for instance, Stern, W. The psychological methods of testing 
intelligence. Baltimore, 1914. 

Burt, Cyril. The measurement of intelligence by the Binet tests. 
Hugenics Review, 1914, vol. 6, nos. 1 and 2. 

Berry, C. S.. Some limitations of the Binet-Simon tests of intelligence, 
Trans, Fourth Intern, Congress on School Hygiene, Buffalo, August, 19138. 


Part [ 


THE CONSTITUTION AND RELATIONS OF THE 
POINT SCALE 


By Ross S. Harpwick 


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CHAPTER 1 
GENERAL DESCRIPTION OF THE POINT SCALE: 
PRINCIPLES INVOLVED 


The Point Seale here presented is the result of an at- 
tempt to try out the principle of a graded scale, suitable 
for use with pre-adolescents over three years of age, pro- 
viding partial credits whenever possible, and to be inter- 
preted by the aid of norms. 

The tests have been selected with the intention of cov- 
ering, as well as might be, various common forms of the 
principal mental functions. The distribution of the tests 
among these functions is shown in tables 1 and 2. 

Table 2 shows also the distribution of credits, from 
which it is evident that no specialized defect—even though 
it were a serious one—could, by itself, lower the record 
more than fifteen or twenty points out of the one hundred. 

The original form of record blank, as reproduced be- 
low, will enable the reader to follow the general de- 
seriptive statements of this chapter and the more detailed 
account of the various tests which appears in Chapter 2. 


TABLE 1. 
Tests 

iL Auditory memory for sentences, attention. 

2 Perception (visual—of things, relations, mean- 
ings), apperception, association, imagination. 

3 Auditory memory for words (digits), attention. 

4 Discrimination—(a).-visual, (b) and (ec) kinaes- 
thetic. 

D Motor coordination, visual perception. 

6 Ideation (association and analysis). 


rr 


( 


A POINT SCALE FOR MEASURING MENTAL ABILITY 


Aesthetic judgment involving perception, asso- 


7 
ciation and analysis. 
8 Perception, apperception, visual memory, imagi- 
nation. 
9 Association (free), vocabulary, attention. 
10 Analysis and comparison of remembered objects, 
attention. 
11 Memory, imagination, attention. 
ib? Practical judgment involving memory and imagi- 
nation. 
13 Imagination and command of language forms. 
14 Kinaesthetic discrumimation, ideation (notion of 
series), attention. 
19 Logical judgment based on imagination, analysis 
and reasoning. 
16 Suggestibility, visual perception, comparison. 
16a = Logical judgment based on analysis and reason- 
1) 
17 Ideation involving vocabulary, memory, analysis. 
18 Logical judgment based on analysis and reason- 
ing, attention, memory. 
ae Visual memory, perception, attention, motor co- 
ordination. 
20 Ideation involving analysis, imagination, com- 
mand of language forms. 
TABLE 2 
Mental Processes Tests Credits 
Motor coordination. +...) 7... 5D + 
Perceptions vistial eerste eee rece) 13 
Discrimination (visual)........ 4a 1 
Discrimination (kinaesthetic).. 4b and e, 14 4 
SA SSOCIA LION Sct fee eee 9 + 
pucpestibilitves.o) aan 16 3 
Memory: Ws. 2a eee 1A 4 


*This is an extra test, introduced as a possible substitute for test 16, 
at a time when that seemed likely to prove unsatisfactory, 


GENERAL DESCRIPTION OF THE POINT SCALE ) 


BEBO 6 AUCILOL Vale ark, hes i baa 11 
BLeMory- (VISUAL)... .'. 6. yes ify) 4 
PAST TOS foo ed ppg eh Le 4 
Judgement (aesthetice)......... fi a 
souormentpract( Gal): 2 ia es 12 8 
auaeroent. (lopical) ities 2 eau Oe 1Lba)) aes TL 
Analysis and comparison....... 10 6 
BRIE LOU O MMe rors tee ges atl Sa kiey a Ie, 20 


The tests have been drawn from various sources, but 
Binet material preponderates, that having been tried out 
and at hand. In the detailed deseription which follows 
it will be seen that modifications of both materials and 
procedure have been freely introduced wherever any ad- 
vantage was to be gained thereby. lor example, in show- 
ing the pictures, test 2, the form of the question was 
changed to avoid suggesting the form of response, the 
Binet absurdities, sometimes considered gruesome, were 
omitted and others selected to replace them, and so on. 

Other things being equal, preference has been given to 
tests applicable through a considerable range of years, 
such as memory span and free association; and the differ- 
ing reactions to a given test which are characteristic of 
successive stages of mental growth have been discrimi- 
nated in the scoring wherever easily recognizable. For 
example, four gradations are recognized in the free asso- 
ciation test; two in definitions of concrete terms; four in 
the counting backwards, and so on. ‘T’o this end, also, the 
subdivisions of each test are credited separately, and in 
several instances partial credits are allowed on the sub- 
divisions. In the comparisons of remembered objects, 
for example, 1 point is allowed for one item of difference 
and 2 points for two or more such items. 

This method of scoring, by points, is the logical treat- 
ment for tests applicable through a considerable number 
of years, and it has various advantages over the ‘‘all-or- 
none’’ principle. It brings out the full value of the test- 
~ *See note (1). 


BOSTON STATE 


yn | ae ee en el Rene per) ETS Wh ge yok OPA DATE OF BIRTH. 2....4.52 ee 
TEST CREDITS 
1. Repeats: (a) Itrains. ITambhungry. (2) 
(b) Hisnameis John. Itisavery fineday. (2) 
(c) Itis not necessary to hurt the birds. 


10. 


It is night and all the world rests in sleep. 


(2) 


‘Reaction to three Binet pictures: enumeration, (1 each); description, 
(2 each) ; interpretation, (3 each). 
(a) 
(0) 
(c) 
Memory span for digits. 
(a) O74, O81. 
(b) BOAT. 6135. 
(c) ailoval 92736. 
(d) 491972. 016283. 
(e) 2749385. 6195847. 
Compares, twice: (a) Lines,5 and 6cm. 
(b) Weights, 8 and 12 grams. 
(c) Weights, 6 and 15 grams. 


(1) 
(1) 
(1) 
(1) 
(1) 

(1) 

(1) 

(1) 


Copies (on back of this sheet) (a) square (2) ; (b) diamond (2). 


Defines in terms of use (1 each) ; superior to use (2 each) : 


(a) Chair 
(b) Fork 

(c) Horse 
(d) Baby 


Chooses, twice, prettier of two pictures. (1 each) 
Sees picture lacks: (a@) arms; (0) nose; (c) mouth; 


Gives words for three minutes: 380-44 (1) ; 45-59 (2) ; 


60-74 (3); T5- (4). 1st half minute 
ord 4th 5th 
Compares: (2 each) 
(a) Apple and banana 


(0) Wood and glass 
(c) Paper and cloth 


(d) eyes. (1 each) 


2d 
6th 


HOSPITAL—PSYCHOPATHIC 


RECORD BLANK FOR POINT SCALE MEASUREMENTS 
WAS ON OR AC) i Ban f 7 er aire Vane is Sener eee 
PeeOINALIT Y.......-- tus. SGHOOESGHADE.... inte. TOD ALaGREDI TS... ew 


TEST CREDITS 
‘11. ‘Counts backward: 20-1 (4); 15-1 (8) ; 10-1 (2); 5-1 (1). 


12. Comprehends questions: (2 each) 
(a) Missed train 
(6) Someone unkind 
(c) Action versus words 
(d) Forgive easier 


13. Writes (on back of this sheet) sentence containing Boston, money, river. 
Three words in two (2) ; three words in one (4). 


14. Arranges weights: two trials. All correct but one (1); correct (2). 
Trial 1. Trial 2. , 
15. Sees absurdity: (1 each) 
(a) Three brothers 
(b) Swinging cane 
(c) Unfortunate cyclist 
(d) Lastcar 
(e) Guide-post directions 


16. Resists suggestions: (1 for each resistance) 


17. Defines: (a) Charity (2) 
(b) Justice (2) 
(c) Obedience (2) 


18. Analogies: (1 each) 
(a) Oyster is to shell as banana is to 
(bd) Arm is to elbow as leg is to 
(c) Head is to hat as hand is to 
(ad) Truth is to falsehood as straight line is to 
(e) Storm is to calm as war is to 
(f) Known is to unknown as present is to 


19. Draws (on back of this sheet) designs from memory, after 15 sec. ex- 
posure. (2 each) 


20. Puts dissected sentences together: (2 each) 
(a) : 
(0b) 
(c) 


12 A POINT SCALE FOR MEASURING MENTAL ABILITY 


ing material, and thus gives a far more complete account 
of the individual from the psychological point of view 
without increasing the expenditure of time and energy. 

Consider, for ole the possible significance of the 
counting backward with the two methods of scoring. 
Suppose A counts successfully from 20 to 0, B makes 
several errors, but counts correctly from 15, while C fails 
entirely to get the idea. On the ‘‘all-or-none’’ plan A 
scores a success, while B and C are recorded simply as 
having failed, no distinction being made between them; 
yet the difference between B’s performance and C’s is 
greater than that between B’s and A’s, and, psychologic- 
ally, it is more significant. Scoring by points, C would 
receive 0, B a certain number of credits, and A a greater 
number. The same amount of time and trouble is re- 
quired to give the test in either case, but with the point 
scoring the results are so expressed as to insure both a 
more exact account of the individual and a better basis 
for ranking the individuals of a group with reference to 
each other. 

By a suitable distribution of ‘‘points’’ the more difh- 
cult reactions can be properly ‘‘weighted.’’ Thus, if in 
test 13 the three given words are used in two sentences, 
the credit is 2 points, while if they are used in one sen- 
tence, it is 4 points. 

In case the same individual is examined more than 
once, the value of the records for purposes of comparison 
is evidently greater if the point scoring is used, for so 
they not only will indicate more precisely the total gain, 
but also will give some information as to the development 
of the several mental functions. 


Scoring by points also tends to minimize eae the in- 
fluence of the personal equation of the examiner and the 
time and thought consumed in the weighing of doubtful 
cases—since less depends on any one mark, there are 
fewer occasions on which serious doubt can arise. In 
the reactions to the three Binet pictures, for instance 


GENERAL DESCRIPTION OF THE POINT SCALE Ls 
(No. 2 on the Point Seale), suppose the subject gives 
a good interpretation of one picture, a good and 
full functional description of another, and for the third, 
one of those not infrequent responses of which it is 
difficult to say whether it is really descriptive or in- 
terpretative. If the point scoring is used and the three 
parts credited separately, it is much easier to judge the 
doubtful response fairly, on its own merits, than if that 
decision determines the subject’s success or failure on 
the test as a whole. 

This tendency to lessen the number of doubtful cases 
makes it easier to standardize the procedure; and this, in 
turn, combines with the diminished influence of the ex- 
aminer’s personal equation to procure greater harmony. 
in the results obtained at different times or by different 
examiners. 


These two related principles, the selection and arrange- 
ment in a single series of wide-range questions, and the | 
scoring by points have long been familiar to educators, 
by whom the ‘‘all-or-none”’ scoring and the narrow-range 
test are used only occasionally and for some specific 
purpose. The ideal examination question is one which 
the abler candidates will handle very well, and to which 
even the poorly prepared will give some answer, for it is 
desirable to know, not merely that certain individuals 
have a passing knowledge of the topic, while certain 
others have not, but also to know by how much the better 
candidates surpass the minimum requirement and by how 
much the poorer ones fall short of it. If, in this instance, 
the psychologist has in view the same object as the educa- 
tor, namely, to become acquainted with the individual in 
some particular, then it is to be expected that methods 
which have approved themselves to the one will be found 
serviceable to the other. 

A program like this involves but few assumptions, 
and those, such as are not likely to be called in question, 
namely, that development goes on in the mental life of all 


14 A POINT SCALE FOR MEASURING MENTAL ABILITY 


normal individuals, that it extends throughout the entire 
range of mental activities, and that we have some experi- 
mental knowledge of the upper and lower limits for the 
pre-adolescent years. 

Within those limits, it is true, an effort has been made 
to arrange the tests approximately in the order of their 
difficulty, but this is purely a matter of convenience. A 
test might be out of its proper position without affecting 
the result of any examination, for the relative values of 
the tests are indicated, not by their relative positions in 
the series, but by the number of points accorded to each. 
Hence, moreover, changes in the order can be made at any 
time without affecting the results of earlier examina- 
tions. Thus, if the result of one examination is a total 
of 75 points—the maximum being 100—and if the same or 
another individual be examined later and obtain 80 points, 
the gain is the same, and is indicated in the same way, 
whether the tests were given in the same or in different 
orders in the two instances. 

A scale of this type opens the way for the classification 
of individuals into groups as nearly homogeneous as may 
be desired, and for the establishment of the corresponding 
norms as fast as data become available. That is, norms 
may be determined, not only for ages, but for the sexes, 
for different races, and for different social and industrial 
groups. 

It should thus become possible ultimately to measure 
up any individual against his own group, thereby greatly 
increasing the reliability of the conclusion reached in any 
particular case. 

Thus an individual may obtain a total of 70 poimts on 
an examination—100 being the maximum—and 70 may be 
the average for that age, but if the norm for a group 
of his own age, sex, race, and social condition is 80, he is 
evidently somewhat retarded, whereas if the norm for 
that group is 60, he is just as evidently advanced. In 
other words, the subject in the first instance makes a rec- 


GENERAL DESCRIPTION OF THE POINT SCALE 15 


ord of <8 or ¢ of the normal, and in the second instance ; 
of the normal. 

Records expressed thus, as a certain number of points, 
whether or not on a decimal seale, lend themselves readily 
to statistical work. 

The twenty tests, which, with their subdivisions, con- 
stitute the original Point Seale, are indicated on the rec- 
ord sheet reproduced on pages 10 and 11, and are dis- 
cussed in detail below. 

As has been said already, the arrangement in general 
follows the order of difficulty, so far as that was known.’ 
Nos. 1, 2 and 3, however, are exceptions to this rule, being 
given first because applicable to all ages. 

Early in the use of the Scale it became evident that a 
picture test should be given first of all. ‘To meet this 
requirement tests 1 and 2 were interchanged; in test 6, 
fork and horse were interchanged, and in test 17, charity 
and obedience. A test numbered 16a, following 16, was 
introduced as a possible substitute for the latter test, 
whose results at the time appeared to be of uncertain 
value. 


‘Otis, Margaret. The Binet tests applied to delinquent girls. Psych. 
Clinic. 1913, 7, 127-134. 


4 


ya a 
14 is 


CHAPTER 2 
DHTAILED DESCRIPTION OF THE METHOD 


In this chapter each of the Point Scale tests is de- 
scribed in relation to the Binet-Simon materials. For 
convenience of comparison, Goddard’s record blank for 
the revised Binet tests is reproduced on pages 18 and 19. 

Test 1, Memory for sentences (III 2, V 3, XII 3).4\ The 
examiner says, ‘‘Listen, and repeat just what I say.’’ 
He makes sure that the child is attending, and then reads 
the prescribed sentences slowly and distinctly once, paus- 
ing after each group for the response. Two points credit 
are given for each perfect repetition and no credit for 
partial success. 

The sentences used are selected from Binet material, 
the second being modified. 

Test 2, Response to Binet pictures (III 4, VIT 2, XV 1). 
The examiner places the first picture before the child, 
saying, ‘‘Look at this picture and tell me about it,’’ and 
in like manner with the second and third pictures. For 
each picture 1 point is credited for enumeration, 2 for 
description, or 3 for interpretation, as the case may be. 
with a possible maximum of 9 points on the test. 

The material here used is the usual Binet pictures, but 
the form of the question is altered. ‘‘ What is this?’’ or 
‘‘What do you see here?’’ was considered too likely to 
suggest enumeration. 

*The numbers thus given in parenthesis indicate the Binet tests, if 
any, of the same or similar character, as they are represented on 
Goddard’s Record Sheet (pp. 18, 19). 

Readers who are not familiar with the Binet Tests will find a full 
description of them in the following papers. Binet, A., and Simon, Th. 
A method of measuring the development of the intelligence of young 


children. (Town, C. H., trans., 2d ed.) Chicago, 1918. Goddard, H. H. 
A revision of the Binet Scale. The Training School, 1911, 8, 56-62. 


dive 


Name _ Born Admitted 
III 
1 Points to nose, eyes, mouth. 
2 Repeats “Itrains. Iam hungry.” 
3 Repeats? 2. 
4 Seesin Picture 1. D. 
ae 6. 
3. q: 
4 8. 
IV 
1 Knows sex, boy or girl. girl or boy.) 
2 Recognizes key, knife, penny. 
3 Repeats 7 4 8. 
4 Compares lines. 
Vv 
1 Compares 8 and 12 grams. 6and 15 grams. 
2 Copies square. (Draw on back of this sheet.) 
3. Repeats, “His name is John. Heisa very good boy.” 
4 Counts four pennies. 
5 “Patience.” 
VI 
1 Morning or afternoon. (afternoon or morning.) 
2 Defines fork horse 
table mama 
chair 
3 Puts key on chair; shuts door; brings box. 
4 Shows R. Hand. L. Ear, 
5 Chooses prettier? 1&2. 4&3. S&6. 
VII 
1 Counts 13 pennies. 
2 Describes Pictures. (See III 4.) 
3. Sees picture lacks eyes, nose, mouth, arms. 
4 Cancopy diamond. (over.) 
5 Recognizes red, blue, green, yellow. (Time 6’’.) 
VIII 
1 Compares (Time 20’’.) 
Butterfly Wood Paper 
Fly Glass Cloth 
2 Counts backward 20-1. (Time 20’’.) 
3 Repeatsdays. M.T.W.T.F.S.8. (Time 10’’.) 
4 Counts stamps. 111222. (Time 10’’.) 
5 Repeats4 7 3 9 5. 
IX 
1 Makes change 20c—Aec. 
2 Definitions. (See VI 2.) 
3 Knows date. 
4° Months, ‘J. EF. M.A. M. J) I. ASS, O2N2DS climes) 
®o Arranges weights. (2 correct.) (1 min.each.) 1. 2. 3. 


— 


J) 


He Co be 


ne ol 


Oe Ow 


eON Re 


Cin Go Ne 


RECORD BLANK FOR REVISED BINET TESTS 


Examined. Mental Age 
x 
Money ic. 5c. 10c. 25e 50c. $1. $2. $5. $10. 
Draws design from memory. (show 10 seconds. ) 
Repeats 854726. 274681. 941738. 
Comprehends. 
(1st Series time 20’’ ) (2nd Series time 20’’ ) 
(2 out of 3) (3 out of 5) 
a. (Missed train.) a. (Late to School.) 
b. (Struck by playmate, etc.) b. (Important affair.) 
¢. (Broken something. ) ec. (Forgive easier.) 
d. (Asked opinion. ) 
e. (Actions vs. words. ) 
Sentence: Philadelphia, Money, River. (Time 1’.) 
XI 
Sees absurdity. (S8outof5.) (Time 2’.) 
a. Unfortunate painter. d. R.R. accident. 
b. Three brothers. e. Suicide. 
ec. Locked in room. 
Sentence: Philadelphia, Money, River. (See X 5) 
Give sixty words in three minutes. (Record on back.) 
Rhymes (Time 1’ each.) (38rbymes with each word. ) 
day mill 
spring 
Puts dissected sentences together. (Time 1’ each.) 
a. b. ee 


XII 
Repeats2964375. 9285164 13839584 7%. 
Defines Charity 
Justice 
Goodness. 


Repeats, “I saw in the street a pretty little dog. He had curly brown hair, short legs and 


a long tail.” 
Resist suggestion (Lines). 1. 2. 3. 4, 
Problems: (a) Hanging from limb. (b) Neighbor’s visitors. 


3. 6. 


XV 
Interprets picture. 
Change clock hands. 6.20 == 2.06 = 
Code. COME QUICKLY. 
Opposites. 

1 good 3 quick o big 7 white 9 happy 
2 outside 4 tall 6 loud 8 light 10. false 
ADULT 

Cutting paper. ° 


Reversed triangle. 

Gives differences of abstract words. 

Difference between president of a republlic and a king. 
Gives sense of a selection read. 


20) A POINT SCALE FOR MEASURING MENTAL ABILITY 


Test 3, Memory span for digits (IV 3, VIII 5, X 3, 
XII 1). The examiner says, ‘‘ Listen, and repeat exactly 
what I say.’’ He then pronounces the digits at the rate 
of about two per second. If the subject fails in both 
trials with a given number of digits, the test is discon- 
tinued. One perfect repetition is reckoned a success in 
each group, and receives 1 point credit. Here, as in test 
1, while the scoring for all the subdivisions is uniform, 
the total credit for the test increases with the increase in 
the number of digits reproduced correctly. 


This test includes a group of four digits which is not 
represented in the Binet tests, and only two trials (as 
against three in the Binet) are allowed for each group. 

Test 4, Comparison of lines and weights (IV 4, V 1). 
(a) The lines used are two horizontal, parallel, black on 
a white page, 5 and 6 centimeters long, respectively, 3 
centimeters apart and 1 millimeter wide. The examiner 
first presents them to the child with the longer above, say- 
ing, ‘‘You see these two lines? Tell me which is the 
longer.’’ If the answer is incorrect, he proceeds no far- 
ther; but, if correct, he removes the card from view, turns 
it upside down, and presents it to the child again with the 
longer line below. If the response is again correct, suc- 
cess is recorded; if incorrect, failure. This procedure is 
to obviate the possibility of a chance response being 
counted a success. The subject must make two correct 
judgments in order to succeed, while one incorrect judg- 
ment, whether in the first or the second trial, constitutes 
« failure. 


Binet gives but one trial on this test. 


(b) The two blocks, exactly alike in appearance, but 
weighing 3 and 12 grams, respectively, are placed on the 
table before the child with a space of 5 to 6 centimeters 
between them, and the examiner says, ‘‘You see these - 
blocks. Now tell me which is the heavier.’’ If the first 
judgment is correct, the test is repeated in the manner 
described above for the lines. 


DETAILED DESCRIPTION OF THE METHOD a 


(c) In like manner, a comparison of 6 and 15 grams is 
obtained. 

For each successful comparison 1 point credit is given 
(each pair of correct judgments). The maximum for this 
test is 3 points. 

The comparison of the weights is made more difficult 
than in the Binet test in that the examiner is not allowed 
to suggest lifting them, though if the child merely points 
and seems to think the question some sort of trick or catch, 
he should ask, ‘‘Are you sure?’’ or even ‘‘How do you 
know?’’ Pointing, without lifting, on the part of a child 
who understands the question is considered to be in itself 
a sign of mental undevelopment, and therefore properly 
reckoned a failure. In the Binet test the precaution 
against a chance success consists merely in alternating 
the two pairs of weights—first pair, second pair, first 
pair. 

Test 5, Copying geometrical figures (V 2, VII 4). (a) 
The card with the 4 centimeter square is placed before the 
child, and he is given paper and pencil and asked to draw 
a figure just like the one he sees. 

(b) The same procedure, but using the diamond (5 
centimeters on a side). 

In (a), 2 points credit is given if both lines and angles 
are approximately equal, 1 point if either lines or angles 
are approximately equal. In (b), 2 points credit is given 
if both pairs of angles are approximately equal, and 1 
point if only one pair is so. For any credit an angle, 
and not a line, must be at the base of the figure. In the 
Binet tests the child is required to use pen and ink in 
drawing. 

Test 6, Definitions of concrete terms (VI 2, TX 2). The 
examiner asks, in suecession.‘‘ What is a echair?’’ ‘‘What 
is a fork?’’ ‘‘What is a horse?’’ ‘‘What is a baby?’’ 
Credit of 1 point is given for each definition in terms of 
use and for very meager descriptions and synonyms, and 
2 points for each definition in terms superior to use. 


22 A POINT SCALE FOR MEASURING MENTAL ABILITY 


Only four definitions are called for, as against five in the 
Binet tests, and ‘‘baby’’ is substituted for ‘‘mama’’ as 
being equally familiar and not involving explanations, 
as does ‘‘mama’’ for children who have learned to say 
‘‘mother.’’ 

Test 7, Aesthetic judgment (V5). The Binet pictures 
are used and the faces presented to the child in pairs, 
each time with the question, ‘‘Which is the prettier of 
these two faces?’’ In each case, if the answer is incor- 
rect, it counts as a failure; but, if correct, the same pair 
is presented again in reversed positions, and if both judg- 
ments are correct, the subject is credited with a success, 
which counts 1 point. Some children appear not to un- 
derstand the question, and the examiner may then ask, 
‘Which do you like best?’’ 


This differs from the corresponding Binet test in much 
the same way as does test 4. In the Binet test each pair 
is shown but once, and a chance success is guarded against 
by showing the pleasing face alternately at the right and 
the left in the three pairs. 

Test 8, Detection of missing parts of pictures (VII 3). 
‘The examiner asks, with the first picture, ‘‘ What is miss- 
ing from this picture?’’, and, with each of the others, 
‘‘What is missing from this face?’’ Each correct an- 
swer counts 1 point. 

Here the order is changed from the Binet, for the sake 
of showing the easier picture first; and that necessitates 
u change in the form of question for the last three, else 
the child, being asked, ‘‘What is missing from this pic- 
ture?’’ is very likely to answer that the body is missing. 

Test 9, Free associations (XI 3). The examiner says, 
‘‘T want you to say all the words that you ean in three 
minutes. When I say ‘ready,’ you begin and say all the 
words you can think of. Continue until I tell you to stop. 
You may say any words at all, such as pen, table, grass, 
trees, clouds, horse, dog, brook. Now see how many you 
ean say.’’? Hach word or phrase is recorded by a stroke 


DETAILED DESCRIPTION OF THE METHOD 23 


of the pen in the proper place on the record blank. Re- 
peated words may be indicated by dotting the stroke and 
unusual words by underlining it. Credit is given for 
words and phrases (except repetitions) as follows: 1 
point for from 30 to 44 words, inclusive; 2 for 45 to 59; 
3 for 60 to 74, and 4 from 75 upwards. The examiner 
should reeall the child’s attention every half minute if 
necessary. 

In the Binet test the procedure is slightly different, 
and the scoring takes account only of 60 words; that is, 
60 or more counts as a success and less than 60 as a 
failure. 


Test 10, Comparison of objects (VIII 1). Credit of 1 
point is given for one correct item of difference between 
the members of each pair, and 2 points for two or more 
such items. ‘he maximum is 6 points. If the child is 
satisfied with having given one item of difference, for ex- 
ample, ‘‘An apple is round and a banana is long,’’ the 
examiner asks, ‘‘Are there any other differences?’’ If 
differences in color or taste (for example) are then given, 
the subject is credited with 2 points, otherwise with-1. 
No credit is given for incorrect differences. 

‘¢Apple and banana’’ are used for the first pair instead 
of ‘‘butterfly and fly,’’ as in the Binet test, because so 
many city children proved not to be familiar with butter. 
flies. 

Test 11, Counting backward (VIII 2). The examiner 
says, ‘‘I want you to count backwards from 20 to 1, like 
this—25, 24, 23, 22, 21.’’ If the subject fails in this, he is 
asked to count from 15 to 1; from 10 to 1, or, finally, from 
otol. If he makes mistakes, credit is given for counting 
from the next multiple of 5 below his mistake. 

From 20 to 1, 4 points are given; 3 for 15 to 1; 2 for 
iito.4 anode ior:) tol, 

Binet allows one error, of omission or inversion, but 
gives no partial credits. 


24. A POINT SCALE FOR MEASURING MENTAL ABILITY 


Test 12, Comprehension of questions (X 4). The child 
is asked the following questions: 

(a) If you were going away and missed your train, 
what would you do? 

(b) If some one has been unkind to you and says he is 
sorry, what should you do? 

(c) Why should you judge a person by what he does 
rather than by what he says? 

(d) Why do we more readily forgive an unkind act 
done in anger than one done without anger? 

Each question is read slowly and distinetly twice, and 
the subject is encouraged to make some reply. For each 
question answered comprehensively and intelligently 2 
points are given. The subject must show by his answer 
that he understands the question. Correct replies are 
such as the following: 

(a) Wait for the next, or take an electric car. 

(b) Forgive him, pardon him. 

(c) Because one is more sure of acts than of words, or 
because one may lie in what he says, but you are sure of 
what he does. 

(d) An angry person is not responsible or does not 
realize what he does, or an act done in anger is not inten- 
tional. 

Full credit (2 points) is given for similar ideas ex- 
pressed in different words, and partial credit (1 point) 
for such answers as: (a) go home, (b) be kind to him, or 
do nothing, (c) actions speak louder than words. 

Here only four questions are selected from the eight 
used in the corresponding Binet test, and these are some- 
what modified: 

(a) is made clearer and more definite; 

(b) 1s generalized so as to apply to all ages; 

(c) is worded differently so as not to suggest the reply 
‘‘Actions speak louder than words’’ by purely verbal as- 
sociation; and 

(d) is made more personal. 


DETAILED DESCRIPTION OF THE METHOD i 25 


Test 13, Constructing sentence (X 5, XI 2). The ex- 
aminer writes the words. Boston, money, river; shows 
them to the child and reads them to him several times; 
then gives him a pencil and asks him to write one sentence 
containing all of them. The meaning of ‘‘sentence’’ may 
be explained if necessary. If the subject cannot write, 
he is allowed to give a sentence orally. The importance of 
making only one sentence is emphasized. 

Credit of 4 points is given if the three words are used 
in one sentence; and 2 points if they are used in two sen- 
tences; but no credit for more than two sentences. 

Disjointed ideas connected by ‘‘and’’ are considered 
as two or more sentences. For example, ‘‘There are 
many rivers in Boston, and one can spend his money’’ 
counts as two sentences, but ‘‘I crossed the river to Bos- 
ton to spend my money’’ counts as one. Hqually satisfac- 
tory are complex sentences, such as, ‘‘ The rivers in Bos- 
ton don’t bring much money to the city, because they are 
not navigable.’’ | 

This differs from the corresponding Binet test in that 
the writing need not be done by the subject—so that in- 
ability or unwillingness to write, for whatever reason, 
does not constitute a failure here—and, also, in permit- 
ting explanation of ‘‘sentence’’—so that failures may not 
be due to deficiency in merely formal education. 

Test 14, Arranging weights in order (IX 5). The five 
cubes, weighing 3, 6, 9, 12 and 15 grams, respectively, 
are placed on the table before the child, and the examiner 
says to him, ‘‘These little blocks are all the same size, 
but they weigh different amounts; some are heavier and 
some are lighter. J want you to place the heaviest here, 
and by its side the one which is a little less heavy, and then 
the one a little less heavy, and the one still a little less 
heavy, and, finally, here the lightest of all.’’ While giv- 
ing these instructions the examiner points to the position 
on the table where each block should be placed. If the 


26 “A POINT SCALE FOR MEASURING MENTAL ABILITY 


first trial is not correct, a second is allowed. The subject 
is cautioned to be careful, and not to hurry. 

Credit of 2 points is given for correct arrangement, and 
1 point if all are correct except that two blocks are out of 
position by one place each. 

The cubes are not presented to the child in a pile, as 
in the Binet test, and one correct arrangement is reck- 
oned a suecess—two trials being allowed—whereas Binet 
requires two out of three trials to be correct. 


Test 15, Detection of absurdities (XI 1). The examiner 
says, ‘‘I am going to read some sentences to you. In 
each one of them there is something foolish or absurd. 
Listen carefully and tell me each time what it is that is 
foolish.’’ He reads each statement slowly and impress- 
ively twice, instead of once as in the Binet test, and then 
says, ‘‘ Now, what is foolish about that?’’ 

The following are the sentences: 


(a) A little boy said, ‘‘I have three brothers, Paul, 
Ernest and myself.’’ 

(b) We met a finely-dressed gentlemen; he was walking 
along the street with his hands in his pockets and swing- 
ing his cane. 

(c) An unlucky bicycle rider fell on his head and was 
instantly killed; they took him to the hospital and fear 
that he cannot get well. 


(d) It has been found that the last car of a train is 
damaged most in case of accident. It, therefore, would 
be better to leave off the last ear. 


(e) At the cross roads was a guide-post with the fol- 
lowing directions: ‘‘ Boston, three miles and a half; if 
you can’t read, inquire at the blacksmith’s shop.’’ 


Credit of 1 point is given for each absurdity detected, 
but no partial credits. When the child has answered, it 
is well to question him farther if there is any doubt that 
he appreciates the absurdity. For example, he may an- 
swer to (a) ‘‘myself,’’ and in reply to further questions 


DETAILED DESCRIPTION OF THE METHOD 270 


say that the speaker should have used his own name, 
thus showing that he failed to appreciate the absurdity. 

The five sentences are considerably modified from those 
used by Binet. Substitutes are used for those which have 
been objected to as ‘‘gruesome’’ because, while normal 
children would probably be unaffected—as Binet claims—, 
it is desirable to use the same scale for abnormal indi- 
viduals and frequently for adults. In sentence (a) the 
phrase ‘‘a little boy said’’ is introduced lest, when the 
examiner is a woman, the absurdity be found in her 
speaking of herself as a ‘‘brother.’’ Sentence (b) is 
modified from one given by Whipple.’ Sentence (¢) is 
modified from one in Town’s translation of the Binet 
papers.° 

Test 16, Suggestibility (XII 4). This differs from the 
Binet test in the scoring only. Credit of 1 point is given 
for each resistance; that is, for saying ‘‘the same’’ or 
‘equal’? or for pointing to the left instead of to the 
right in case of each of the last three pairs. 

Test 16a, Length of line in letters (adapted from No. 12 
of Huey’s Point Seale). This was introduced as a pos- 
sible substitute for test 16. 

The examiner places before the child a card bearing the 
papiial letters N Y LM | H_= in-this order. He 
says, ‘‘Look at these six capital letters! I wish you to 
arrange them according to the length of line used in mak- 
ing each one. You see it takes much more line to make 
the M than the | (tracing an M and an | with the finger 
as these words are spoken). Now which of these six 
letters takes the least line of all?’’ If the child answers 
correctly, he is then asked which takes just a little more 
line than the |, and so on. If he does not recognize | as 


“Whipple, G. M. Manual of mental and physical tests. Baltimore, 
1910. p. 509. 


“Binet, A., and Simon, Th. A method of measuring the development 
of the intelligence of young children. (Town, C. H., trans. 2d ed.) 
Chicago, 1918, p. 45. 


28 A POINT SCALE FOR MEASURING MENTAL ABILITY 


the letter with the shortest total length of line, further 
explanation is given. 

Credit of 3 points is given for correct arrangement 
(1 L Y H N M);2 points, if either the pair of letters 
L and Y or the pair H and N are interchanged (that is, 
hb Yo oLe He NSM: sors aay eee Neen Ni ceateoitie. 
if both these pairs are interchanged, no letter, however, 
being more than one place out of position (that is, | Y L 
N HM ), but no credit for anything worse than this. 


Test 17, Definitions of abstract terms (XII 2). The 
child is asked, ‘‘ What does charity mean?’’ ‘‘What does 
justice mean?’’ ‘‘What does obedience mean?’’ with a 
pause after each for the answer. 

The definition of charity should contain two ideas: that 
of unfortunate people and that of kindness shown to them. 
If the child’s answer is ‘‘love,’’ he is asked, ‘‘ What sort 
of love?’’ or ‘*T'o whom is the love shown ?’’ 

The definition of justice should contain the idea of 
people being treated according to their merits, of fair- 
ness, or of protection accorded to people and their inter- 
ests. If the child names a Justice of the Peace, he is told 
that is not the sort of justice meant, and is given another 
trial. 

The definition of obedience should be ‘‘to do what you 
are told,’’ or something similar. If the child says ‘‘to 
obey,’’ he is asked what obey means. 

‘* Justice’ and ‘‘charity’’ are used by Binet, but 
obedience is here substituted for ‘‘goodness’’ or ‘‘kind- 
ness,’’ both of which proved unsatisfactory because so 
difficult for even an adult to define. 

Test 18, Analogies (adapted from a test described by 
Stanley Wyatt).*. The examiner says, ‘‘I am going to 
give you three words; you are to note the relation of the 
second word to the first, and then supply a fourth word 
which bears the same relation to the third that the second 


‘Wyatt, Stanley. The quantitative investigation of the higher mental 
processes. Brit. Jr. Psychol., 1918, 6, 116. 


DETAILED DESCRIPTION OF THE METHOD 29 


bears to the first. Now, for example, if I say ‘man is 
to boy as woman is to -———,’ you must say girl, for 
girl has the same relation to woman as boy has to man.’’ 
The following two are also given as examples: ‘‘ Boat 
is to water as train is to ———’’; and ‘‘Chew is to teeth 
as smell is to - —.’’ The examiner lets the subject try 
to get the answers to these before telling him. He then 
gives the following incomplete analogies for the test 
proper, first cautioning the subject to think well before he 
speaks: 


(a) Oyster is to shell as banana is to ———- (skin or 
peel). 

‘(b) Arm is to elbow as leg is to ——— (knee). 

(c) Head is to hat as hand is to ——— (glove or mit- 
ten). 

(d) Storm is to calm as war is to ——— (peace). — 


(e) Truth is to falsehood as straight line is to 
(crooked or curved line). 

(f) Known is to unknown as present is to ———— (fu- 
ture or absent). 

Credit of 1 point is given for each correct analogy. 

Test 19, Drawing designs from memory (X 2). The 
Binet designs are used. The examiner says, ‘‘I am going 
to show you two drawings. After you have looked at 
them, I shall take them away and ask you to draw them 
from memory. You must look at them closely, because 
you will see them for fifteen seconds only, and this is a 
very short time.’’ Ten seconds is the time used in the 
Binet tests. 

Credit of 2 points is given for each correct reproduc- 
tion, and 1 point for an imperfect reproduction, such as 
putting the rectangle in the center of the prism section, 
and turning the small squares in the second design out- 
ward instead of inward. No credit is given for anything 
poorer than this. 


3 A POINT SCALE FOR MEASURING: MENTAL ABILITY 


Test 20, Reconstructing sentences (XI 5). The follow: 
ing sentences are used in the order given: 

(a) to asked paper my I teacher correct the. 

(b) defends a his dog master good bravely. 

(c) hour for we early at park an started the. 

The examiner says to the child, ‘‘Arrange the words 
so that they make sense. Make a sentence out of them.’’ 

Credit of 2 points is given for each properly constructed 
sentence. No partial credits are allowed. 

The three sentences used are slightly modified from 
those given in Town’s translation, and the order is 
changed to agree with what seemed to be the order of 
difficulty. Any ‘‘properly constructed’’ sentence is ac. 
cepted instead of a particular one being required in each 
case, as in the Binet test. 


CHAPTER 3 


RELATION OF THE POINT SCALE TO THE 
BINET-SIMON SCALE 


The question may be asked, ‘‘ Why a new scale for pre- 
adolescents when we already have the Binet?’’ Or, 
more definitely, ‘‘Is not the Binet Scale satisfactory, and, 
if not, what are its defects? Even if it does fall short of 
the ideal, is it not true that the work already done to- 
wards perfecting it, and especially towards standardiza- 
tion, has been so great that it is poor judgment to make 
a fresh beginning?’’ And, finally, ‘‘ What grounds are 
there for expecting better results from a point scale?’’ 

In answer to the first question it must be said that, 
while the Binet Scale has proved exceedingly valuable, 
it does fall short of being satisfactory. 

Many criticisms have been urged against one or an- 
other detail of procedure or of material, but these may be 
set aside for the present. Such defects can doubtless be 
remedied if the fundamental principles are acceptable. 

The two underlying principles of the Scale are, first, 
the arrangement of tests in groups corresponding to 
years of chronological age—and the consequent express- 
ing of results as ‘‘mental age’’; and, second, the related 
principle of the ‘‘all-or-none’’ method of scoring. 

The age arrangement of the Binet Scale assumes that 
the mental development of all normal individuals pro- 
ceeds by similar stages, that the correlation between 
different functions is the same for all individuals at a 
given stage, and that each stage of mental development 
corresponds, in turn, to a certain physical age. It fur- 
ther assumes that the development of Paris school chil- 
dren follows this normal course. 


31 


32 A POINT SCALE FOR MEASURING MENTAL ABILITY 


These assumptions are not yet justified. On the con- 
trary, the evidence thus far is unfavorable to them. 

Almost as soon as the Scale came into use it became 
clear that, if standardized for one group, it would not 
necessarily be correct for any other group. 

The children examined by Deer Je and Degand in Bel- 
gium tested, on the average, a year anda half i in advance 
of the ‘‘representative’’ group selected in Paris. Binet 
accounted for it chiefly by the fact that they belonged to 
a more privileged class.* 

Moreover, Binet tells of children in one quarter of 
Paris who were found to be advanced ‘‘by four and even 
by five years,’’ and he adds, ‘‘One must, therefore, no 
longer consider the retardation or advance of three years 
asananomaly.’’® That is, there is a range of six or seven 
years, in all, for normal individuals. This is a very large 
proportional variation for a seale that covers, at the 
most, only twelve years. When, on the same page, Binet 
says that the rule for expressing the result of an exami- 
nation allows of estimating the intellectual level to fifths 
of a year, this degree of precision is evidently a matter 
of theory rather than of practice. 

So long as the examiner deals with a fairly homogene- 
ous group, it may be possible, as Huey suggests, for him 
to ‘‘set’’ the scale ‘‘somewhat differently for various 
social and industrial classes, . . . and make various 
allowances for local cireumstances.’’'® But in this coun- 
try the conditions are such that local groups are far from 
homogeneous, and, in the institutions of our larger cities, 
a single examiner frequently deals in rapid succession 
with individuals presenting the utmost variety of both 
inheritance and environment. Even if a table of cor- 
rections had been established for such use, it is often im- 


‘Binet, A. Nouvelles recherches sur la mesure du niveau intellectuel 
chez les enfants d’école. L’Année psychol., 1911, 17, 145-201. 


°L’Année psychol,, 1911, 1'7,149. 
“Huey, E. B. The present status of the Binet scale of tests for the 
measurement of intelligence. Psych. Bull., 1912, 9, 167. 


RELATION TO THE BINET-SIMON SCALE Oo 


possible to glean enough of the history of the case to 
make the ‘‘setting’’ of the seale other than guesswork. 
As matters stand, the best that can be done with the Binet 
Seale is to ‘‘interpret’’ the results in the hght of such 
facts as are obtainable. That is, the verdict often depends 
on the judgment of the examiner almost as completely as 
when no ‘‘seale’’ is used. In consequence of this, much 
valuable time and effort goes into the weighing of doubt- 
ful cases; the influence of the personal equation of the 
examiner is magnified and with it the tendency to dis- 
agreement between the results of different examiners; 
and the difficulty of standardizing the procedure is aug- 
mented—for how can an examiner be expected to scruple 
over a detail of procedure when the whole result calls 


for extensive ‘‘interpretation?”’ 


The rule for expressing the result of an examination is 
to credit the subject with that age, all the tests for which 
he passes, plus one year for every five tests passed from 
more advanced groups. Since the later and more difficult 
tests have no more weight in making up the score than do 
the earlier and easier ones, the same ‘‘mental age’’ may 
correspond to records far from equivalent. For ex- 
ample, nine years ‘‘mental age’’ might represent : 

Hither 1X 1, 3, 4; X 1, 3 (tests of memory span and 
information of a rather mechanical type). 

Or 1X 3; X 4,5; XI 1,5 (tests of ideational processes— 
language, analysis and practical judgment). 

The different age groups deal, in some cases, with quite 
different mental functions; for example, no memory test 
appears in VII or in XJ, while IIT and XII have two tests 
each for memory span. 

This difference is particularly unfortunate when it i1n- 
volves tests like VIII 3, IX 3 and 4, and X 1, the results 
of which have been found to vary greatly with environ- 
ment and training. 

Again, let us consider a case of specialized defect. Sup- 
pose a child of twelve passes all of XI, XII 2, 4 and 5, and 


34 A POINT SCALE FOR MEASURING MENTAL ABILITY 
XV 2, while failing on XII 1 and 3. It seems a clear case 
of poor auditory memory with an otherwise good men- 
tality, yet the one defect throws out two tests, and the 
child ranks as slightly retarded. 

Another aspect of this defect in the scale is well illus- 
trated by Binet himself." In discussing one of his own 
tables he assumes that any child who passes the tests for 
eight years would pass also any test for seven years, and 
he cites the repetition of five digits (there given under 
seven years), but his eight-year group consists of these 
tests : 

Counting 9 double sous. 

Naming 4 colors. 

Counting 20-0. 

Comparing 2 objects from memory. 

Resisting suggestion of lines. 

Not one of these necessarily involves auditory memory, 
as does the repetition of digits. A subject might succeed 
with all of the tests for eight years and yet fail entirely 
on this one from the seven-year group. 

Any inference from ‘‘mental age’’ to mental function 
or the reverse is quite unsafe with this scale, yet such 
inferences are so natural that it is difficult to guard 
against errors from this source. 

Closely related to the above peculiarity of the scale; 
that is, the irregular distribution of the several mental 
functions, is the question of what Wallin calls the wide- 
range and the narrow-range methods of giving the tests. 
Where shall the examiner begin, and where shall he stop? 
Shall he begin ‘‘at age’’ and, if there are failures there, 
work backward till an age is found for which all the tests 
are passed, and shall his report be made on this basis? 
or shall he make trial of advance tests also? What if the 
child passes ‘‘at age?’’ Shall he then have the opportu- 
nity to try advance tests? and, if so, to what point? 

Not infrequently a subject passes all of one age group, 


"T/ Année psychol., 1911, 17, 151-152. 


RELATION TO THE BINET-SIMON SCALE oo 


then does some irregular work, and then passes all of a 
higher age. Which of the two perfect groups is to be the 
basis for reckoning his mental age? 

‘To sum up the case against the principle of age ar- 
rangement, its presuppositions do not tally well with the 
facts, and it involves numerous difficulties and anomalies 
in practice. 

The following defects and disadvantages seem to be 
due, in whole or in part, to the working of the ‘‘all-or- 
none’’ principle in scoring. 

There is often a waste of valuable data. For example, 
in the free association (XI 3) forty words or one hundred 
and. forty in three minutes are quite as significant as 
sixty, yet this is the only number of which the record takes 
account—anything greater is no better, anything less is 
worthless. ‘T’o be sure, if the test is to be used as char- 
acteristic of a certain age, some number must be selected 
as normal for that age, but this is an argument against 
the grouping by years, and not an argument for the ‘‘all- 
or-none’’ scoring. 

Anomalies frequently occur. Suppose one child passes 
X, fails on one test at XI, and succeeds with XII 1; his 
mental age goes on record as eleven years. Another 
child, passing X, failing on one at XI, and at XII succeed- 
ing with one part of (2) and one part of (5) is recorded 
as only ten years plus, though his is plainly a better per- 
formance than that of the first child, and indicates a 
higher intellectual level. 

Partly as a result of conditions like the above, the 
examiner is under frequent and strong temptation to 
modify the procedure. 

Even where this temptation is resisted, the personal 
equation of the examiner necessarily has more influence 
than would be the case if partial credits were the rule. 

The two preceding conditions unite to produce lack of 
uniformity in the work of different examiners and even 
of the same examiner at different times. 


36 A POINT SCALE FOR MEASURING MENTAL ABILITY 


A significant concession is made in the Binet program 
when some tests, for example, definitions and memory 
tests, are introduced at several ages and the value of the 
differing reactions recognized and utilized, though in 
other instances, for example, the free association test, 
these gradations are pointed out only to emphasize the 
fact that all save one are to be disregarded. _ 


It appears, then, that the two fundamental principles 
of the Binet Seale are open to serious objections. 


The second question involves two different points, 
namely, the work done towards perfecting the Scale—that 
is, as regards materials and details of procedure—and 
the progress made towards standardization. 

Many valuable and interesting suggestions have been 
made for the improvement of various details, and a great 
deal of discussion has gone on concerning such proposed 
changes, but the actual scientific work done does not ap- 
pear to have been great enough to constitute an argument 
against other programs. It can only be said that if the 
more vital requirements can be met, there is no reason 
to doubt that this also will ultimately be adjusted.” 

Standardization is one of the vital requirements, and 
must, therefore, be considered somewhat more fully. 

When Binet and Simon published their first scale of 
tests, in 1905, they prefaced their account of it'® with an 
article’* describing the occasion which had ealled it forth. 

It was in the nature of an emergency measure. An 
attempt was being made in Paris to provide special in- 
struction for abnormal children, and the new rules called 
for a mental examination of each child before he could 

“The two following articles give good summaries of the situation up 
to the spring of 1912. 

Huey, E. B. The present status of the Binet scale of tests for the 
measurement of intelligence. Psych. Bull., 1912, 9, 160-168. 

Wallin, J. E. W. The present status of the Binet-Simon graded tests 
of intelligence. Alienist and Neur., 1912, 38, 162-173. ‘* 

“Binet, A., et Simon, Th. Méthodes nouvelles pour le diagnostic du 
niveau intellectuel des amormaux. L’Année psychol., 1905, 11, 191-244. 

“Binet, A., et Simon, Th. Sur la nécessité d’établir un diagnostic 


scientifiques des états ‘inférieurs de l’intelligence. L’Année psychol., 
1905, 11, 1638-190. 


RELATION TO THE BINET-SIMON SCALE ot 


be assigned to a special school. There was no machinery 
in existence for giving such an examination. 

Binet and Simon then came forward with a body of 
tests, adapted to children of different ages, which they 
had collected from time to time and which had already 
undergone some sifting at their hands. Those which they 
had found most satisfactory they now organized into a 
tentative age-seale, trying them out on small groups of 
children selected on the basis of their school records as 
representative of the different ages. 


The detailed record of this trying-out process does not 
seem to have been published, though they say distinctly 
that this scale was no a priori affair, but the result of 
numerous preliminary experiments both at the school of 
Salpétriere and in the primary schools of Paris—thus 
including both normal and abnormal children. ‘‘ All the 
tests,’’ they say, ‘‘which we propose have been tried by 
us many a time and retained from several which, after 
trial, have been eliminated. We can bear witness that 
those which we present here have proved their value.’’ » 

Town says that ‘‘selected groups of pedagogically 
average public school children were examined—ten each 
of the ages three to seven, and fifteen each of the ages 
seven to twelve.’’ *° 

The 1908 revision was tried out with varying degrees 
of thoroughness in Belgium, England, Germany and the 
United States, as well as in France. 

Thus far, however, all attempts at standardization have 
fallen short in one way or another. 

Some, like the work of Decroly and Degand, reported 
on so few subjects—forty-three in this case’*’7—that no 
generalization is justified. 

“7 Année psychol., 1905, 11, 195. _. 

“Binet, A., and Simon, Th. A method of measuring the development 
of the intelligence of young children. (Town, C. H., trans.) p. 4. 

“L’ Année psychol., 1911, 17, 187. Decroly and Degand give the number 
as 45, but mention an error in procedure which affected the records of 
two subjects. Decroly, O., et Degand, Mlle, J. La measure de l’inteli- 


gence chez*des enfants normaux d’aprés les tests de MM. Binet et Simon. 
Arch. de psychol., 1910, 9, 86, 88. 


38 A POINT SCALE FOR MEASURING MENTAL ABILITY 


Others, whether consciously or not, failed to conform 
in their procedure or their mode of reckoning to the in- 
tentions of the authors. Thus Katharine Johnston, in 
Hngland, examined two hundred pupils in the Sheffield 
schools, but Binet considered that her conclusions were 
open to question because her subjects were drawn from at 
least three distinct social groups and ‘‘these heterogene- 
ous elements have been confounded in the averages,’’ and, 
furthermore, her computations were not always in ac- 
cordance with his rules.*® 

Still others, while reporting a large number of cases 
and testifying to the practical value of the Scale, worked 
chiefly or wholly with feeble-minded individuals, and 
hence their data yield no standards. This is the case with 
Huey’s work at Lincoln, [hnois, and at the Johns Hop- 
kins Dispensary, with Wallin’s at Skillman, and with 
Kkuhlmann’s at the Minnesota State Institution for the 
Feeble-minded. 

Goddard’s testing of ‘‘the entire school population of 
one complete school system’’*® in New Jersey is the most 
systematic effort that has been made in this direction. 

In describing the investigation, he claims that the re- 
hability of the Seale is established by the distribution 
curve, which he shows on page 234. To quote his own 
words: ‘‘To a person familiar with statistical methods 
the foregoing curve of itself, amounts to practically a 
mathematical demonstration of the accuracy of the tests. 
The results could not arrange themselves on this curve, 
which is recognized at once as practically a normal curve 
of distribution, if the questions were not carefully graded. 
Secondly, if they were not right, age for age, but were too 
hard or too easy, the largest group would not be one at 
age, but would be a year below or a year above according 
to whether they were too hard or too easy. Conse- 
quently, we are forced to the conclusion that the ques- 


8’ Année psychol., 1911, 17, 195-196. 
*Goddard, H. H. Two thousand normal] children measured by the 
Binet measuring scale of intelligence. Ped. Sem., 1911, 18, 232-259. 


RELATION TO THE BINET-SIMON SCALE 39 


tions that Professors Binet and Simon have selected are 
well graded, at least from the ages of five to twelve, and 
that they fit the ages to which they are assigned. 

‘““The significance of these figures obtained from the 
general results is very great. ‘There is every reason to 
believe, and statisticians confirm this, that any group of 
two thousand children may be taken as a fair sample of 
conditions to be found in any number of children in any 
country.. Consequently, whatever proportions or per- 
centage are found here may be taken to be very closely 
the standard to be found elsewhere.’’ *° 


It may be noted in passing that the total number (given 
twice on page 234) 1s 1547, which falls short by more than 
22 per cent. of the 2000 mentioned in the passage quoted 
and in the title of the article. 


Goddard failed to notice what Terman points out—that 
‘‘lumping all the ages together conceals, of course, the 
very facts we wish to know,’’ namely, ‘‘how nearly accu- 
rate the Scale is at every point.’ * 


A glance at table I on page 234 of Goddard’s paper 
shows that the distribution curves for the different ages 
would, in many cases, be noticeably skewed. For 4, 6, 8, 
9, 12 and 13 years, respectively, the largest group is not 
‘fat age,’’ but is displaced by from one to three years. 

To approach the matter from a somewhat different 
angle, Goddard says, ‘‘We consider that a question is 
misplaced in the Scale if it is not answered correctly by 
about 75 per cent. or more, of those trying it.’’** Would it 
not be reasonable, then, to set up a similar standard for 
the age-groups, and to say that the questions are suitably 
grouped under the different ages if 75 per cent. or more 
of the children at each (chronological) age are able to 
pass the corresponding groups of tests? 

That this is far from being the case will appear from 

“Ped. Sem., 1911, 18, 235. 


“Quoted by Huey, Psych. Bull., 1912, 9, 164. 
*Ped. Sem., 1911, 18, 239. 


4() A POINT SCALE FOR MEASURING MENTAL ABILITY 


the following tables A and B, constructed from the data 
in table I of Goddard’s paper : 


TABLE A 


Constructed from Goddard’s Data 


| 
| . Mental Age 


Chrono- | 
logical 
Age. No. of years retarded. Normal. No. of years advanced. 
6-0 35 RAS Oy Ve Ze | TE a a 
4 Lents 2 | eas 
5 
6 
a 
8 
9 
10 


TABLE B 


Constructed from Goddard’s Data 


o 
Mental Age : o 
| © oO} ome 
; 3) 22) 285 
Chrono-| Nor- Non-normal. _ Ele 3 (eee 
logical | mal. Sr nee = é 
Age. | +lyr. +2yrs. + 3yrs. +4yrs. + 5yrs. & a i 
| 
5 40 48 20 6 114 | 35.1] 772 
6 48 98 12 0 2 160 | 30.0 | 91.3 
7 114 65 12 5 1 197 | 87.9 90s 
8 86 103 3 5 2 209 | 41.1 | 90.4 
9 | -56 ih 2 31 2 201 “1° 27.9 >} 8ae6 
10 124 | 46 32 17 3 222. | 55.9 | 76.6 
11 60 | 62 26 13 4 E 166 | 56:10) Woe 
12 39 36 42 13 10 4 144 | 27.1 | 52.1 


RELATION TO THE BINET-SIMON SCALE 4] 


In table A the irregularities of the upper and lower 
ends of the scale come out strongly; but even within the 
range, from five to twelve years, for which Goddard 
claims that the questions ‘‘are well graded.....and.....fit the 
ages to which they are assigned’’ **—even there are found 
four ages out of eight for which the largest group is 
displaced by a year or more from the normal, and a fifth, 
namely, five years, for which as many are one year ad- 
vanced as are normal. 

In table B the percentage ‘‘at age’’ for no year rises 
as high as sixty and twice it falls below thirty. If, with 
Goddard, ‘‘we allow those children who are one year 
above and one year below to pass with the central group 
as satisfactory children,’’ ** we still have passed less than 
75 per cent. at eleven and twelve years; and at five and 
ten years the percentage has not reached eighty; while 
at the four ages which yield the highest percentages on 
this basis, namely, six, seven, eight and nine years, we 
have the anomaly that, at these ages, 61.3, 35, 49.3 and 
00.7 per cent., respectively, are ‘‘satisfactory,’’ but not 
‘‘normal,’’ and that, at six and nine years the majority 
of those accounted ‘‘satisfactory’’ are not ‘‘at age.’’ 

But these figures are probably too favorable. <Ap- 
parently the mental ages were computed by the earlier 
Binet rule,” and henee it is probable that the percentages 
would be lowered if the data should be reviewed and those 
eases stricken out in which the record was made by the 
aid of scattering successes among the more advanced 
tests, the subject having failed on two or more of those 
for his own age, while if those were also thrown out in 
which the subject was passed on all but one of the tests 
for his age, a yet greater reduction in the percentages 
would be likely to result. 

*Ped. Sem., 1911, 18, 235. 

“Ped. Sem., 1911, 18, 235. 

»“Prof. Binet provides that the method of counting shall be that a 
child is credited first with the mental age at which he has answered all 
the questions but one: he is then to be advanced a year for every five 


questions that he can answer beyond that point, no matter where they 
are found.” Ped. Sem., 1911, 18, 236. 


42 A POINT SCALE FOR MEASURING MENTAL ABILITY 


In view of these facts, it is not to be expected that God- 
dard’s investigation will be accepted as establishing the 
reliability and adequacy of the Binet Scale. 

From another point of view, the situation as regards 
standardization of the Binet Scale really involves two 
quite different questions. 

First, the grading of the tests. Are the members of 
a group of approximately equal difficulty, and are the 
groups now arranged in order of increasing difficulty? 

Second, the principle of age arrangement. Do the age 
eroups correspond to successive years of age, and to the 
same years for all normal subjects? | 

As regards the grading of the tests, the 1911 revision 
made various changes in this, but the value of these 
changes is open to question for several reasons. 

It seems to have been somewhat premature—to have 
been an effort to meet objections rather than a determined 
and systematic attempt to accumulate satisfactory experl- 
mental data.”® 

Some of the changes are not in accord with the actual 
experience of examiners, either as regards the order or 
the particular tests discarded.** 

Wallin adds a third reason for dissatisfaction, namely, 
that the number of tests in each group should have been 
increased, rather than diminished, and a greater number 
of functions covered.*® 

The second point, the validity of the principle of an age 
scale, is really surrendered by Binet when he accounts 
for the Belgian children testing higher than those in 
Paris largely by the fact of their having a more favorable 
environment; again when he takes exception to Katharine 
Johnston’s results because she treated as a single group 
children from different levels of privilege; and yet again 
when he tells of the wide range among normal children in 

**Wallin, J. E. W. Re-averments respecting psycho-clinical norms and 
scales of development. Psych. Clinic, 1913, 7, 89-96, and Alienist and 
Neur., 1912, 88, 162-173. 


“Psych, Clinic, 1918, 7, 89-96, and Ped. Sem., 1911, 18, 254-257. 
*Alienist and Neur., 1912, 38, 162-173. 


RELATION TO THE BIND'T-SIMON SCALE 45 


Paris.” He implies that an age scale becomes a mere 
convention even within the limits of a single city. How 
much more artificial must it then be when applied, for 
example, to different racial groups! 

_Huey concedes the same point when he says, ‘‘ Kiven the 
trained psychologist, with the scale at its best, will doubt- 
less have to ‘set’ it somewhat differently for various 
social and industrial classes, and will make various allow- 
ances for local circumstances.’’ °° 

In discussing the standardization of the Binet-Simon 
Scale these two questions do not seem to have been treated 
separately, and the rules in use for reckoning mental age 
tend still more to becloud the real meaning of the results 
obtained. 

It remains to show whether, on el principles, bet- 
ter results may be expected with programs of the point 
scale type; and, specifically, what advantages, if any, the 
present Point Seale may claim. 

Some of the advantages, direct and indirect, of the ar- 
rangement and scoring of a point scale have already been 
discussed so fully that they need only be summarized 
here. 

It is committed to no hypothesis as to the correlation 
existing between chronological and mental age, or be- 
tween the different mental functions at different stages | 
of development. 

It is capable of giving results of ever-increasing relia- 
bility and precision as data accumulate and norms are 
established. 

The method of scoring—by subdivisions and partial 
credits—affords a basis for fuller and more exact com- 
parisons between different individuals and between dif- 
ferent examinations of the same individual. 

It minimizes the influence of the personal equation of 
the examiner; reduces the number of doubtful cases and 
the time spent on such, and thus favors the standardiza- 


“L’Année psychol., 1911, 17, 145-201. 
“Psych, Bull., 1912, 9, 167. 


44 A POINT SCALE FOR MEASURING MENTAL ABILITY 


tion of the procedure and makes for uniformity of results. 

It works with a smaller amount of testing material, and 
thus makes possible a better choice of the same. For 
example, this Point Scale consists of twenty tests, which, 
if we count subdivisions, means a total of about sixty- 
five questions; whereas the Binet (pre-adolescent) Seale 
uses fifty-two tests, with a total of some one hundred 
questions, more or less, when subdivisions are counted. 
That is to say, the amount of material is reduced by about 
one-half. It, therefore, has been possible to throw out 
entirely those tests whose results are likely to be much 
affected by environment and training, for example, those 
involving money and the calendar. 

The Binet Scale has met with frequent criticisms on 
the ground that various tests were placed in the wrong 
age group; and, again, the early tests were pronounced 
too easy and the later ones too hard. Such criticisms 
have no force against a point scale. 

A consideration of fundamental importance is sug- 
gested by certain statements made by Binet and Simon in 
delimiting their problem. They say, among other things, 
that they rule out (1) those unstable individuals some- 
times called moral imbeciles, (2) cases of dementia and 
of intellectual deterioration, and (3) those displaying 
clear cut, occasional phenomena of degeneracy, such as 
impulsions, obsessions, and delirium. 

They recognize the probable importance of distinguish- 
ing these from the intellectual inferiors, but say, ‘‘as we 
desire to thus limit our field of study on this side, we 
shall rigorously exclude from it forms of dementia and 
deterioration. We believe, moreover, that they rarely 
present themselves in the schools and have not a very 
ereat interest for the functioning of the new establish- 
ments for the abnormal.’’ ** 

That such limitations were wise and even necessary in 
preliminary work does not prevent them from being 
somewhat artificial. 


“L’ Année psychol., 1905, 11, 191-193. 


RELATION TO THE BINET-SIMON SCALE 4D 


The classes excluded are, it is true, relatively infre- 
quent in the public schools, but they constitute a consid- 
erable proportion of the eases which present serious 
social problems, and for dealing with which there is need 
of all the resources of psychology as well as of medical 
and social agencies. 

The unstable individual, as Binet himself implies, is 
often difficult of recognition. Mild or incipient cases of 
dementia or deterioration are frequently mistaken for 
mental or moral defectives. Even if it were desirable, 
in practice, to accept Binet’s and Simon’s limitation of 
the problem, it would be impossible to do so consistently ; 
and, if possible, it would be undesirable, since it would 
mean ruling out precisely those cases for which a psy- 
chological examination is most needed. 


It is noteworthy that the greatest satisfaction with the 
Binet-Simon Scale is expressed in connection with work 
on groups of individuals already roughly classified—that 
is, inmates of institutions for defectives, on the one hand, 
and, on the other, children in the public schools; while 
its inadequacy is most keenly felt in places like psycho- 
pathic institutes where a large proportion of the cases 
are difficult to classify. 


The greater the advantages of such a program of ex- 
amination as the Binet-Simon where it does best apply, 
the more inevitable the attempt to extend its use to kin- 
dred problems, regardless of its original design. But 
once the wider field is entered, a point scale, designed to 
give full acquaintance with the subject examined and to 
place him correctly in the scale of mentality, has a dis- 
tinct advantage over one which, like the Binet-Simon 
Scale, aims primarily to place the subject on a fixed seale. 

On general principles, certainly, it is reasonable to ex- 
pect better results from a program devised with the full 
range of problems in mind than from one devised to meet 


a particular emergency and afterwards forced into the 
wider field. 


Part II 


RESULTS OF THE APPLICATION OF THE SCALE 
TO NORMAL INDIVIDUALS 


By Rospert M. YERKES AND JamzES W. Bripaces. 


CHAPTER 4 


MEASUREMENT OF THE PUPILS OF CITY 
SCHOOLS 


Examination was made during the past year of ap- 
proximately 850 individuals whose mentality enables 
them to make the adjustments demanded by thei sur- 
roundings. Of these individuals, about 700 constituted 
the population of a city grammar school located in a 
medium to poor region and including grades from the 
kindergarten to the eighth, inclusive. All of the. pupils 
of this school who were not absent during the periods of 
examining were measured by the Point Seale; but from 
the records obtained several had to be excluded in our 
final classification because of extreme language difficul- 
ties or other causes for incompleteness of observation. 
The group from this school (hereafter designated as 
School B) finally selected for report includes 675 pupils. 
Of these, 379 are boys and 296 are girls. 

Ina Becond city grammar school, which is located in a 
good neighborhood, the pupils of the kindergarten and 
first grade were examined. These numbered 60. But the 
extreme defectiveness and incompleteness of report force 
us to exclude 6 of these individuals from our present 
tables, and the group in this school, which we shall desig- 
nate hereafter as School A, is eonetitured by 04 pupils, 
of whom 26 are boys and 28 are girls. 

In addition to the above 729 ahold en, 76 adults, rang- 
ing in age from seventeen to forty- three - years and in- 
aindin g 67 males and 9 females, were examined. 

The total number of individuals whose records are 
used for the calculating of norms is therefore 805. 

No selection was exercised in connection with the ex- 
amining, but in the event that an examination could not, 

49 


30 A POINT SCALE FOR MEASURING MENTAL ABILITY 


for any reason, be given fairly, the record was rejected. 
Work in the schools was not, so far as we could discover, 
seriously influenced by the spread of information concern. 
ing the tests. In each school we commenced with the 
kindergarten and worked upward through the grades, 
assuming that the younger the pupils, the less they would 
be able to tell their playmates concerning the method of 
examining. From the third grade onward we made it the 
rule to discover, so far as possible, before beginning an 
examination, the nature and extent of the individual’s 
knowledge of the Scale. With very few exceptions, it ap- 
peared, somewhat to our surprise, that the individuals 
had learned nothing of any considerable importance from 
their fellows, and in only a small number of cases was it 
necessary to exclude an examination or make allowance 
for undesirable information. Our experience indicates 
that ina large grammar school the children are unable to 
remember accurately and describe to their companions 
the tests used in the Point Seale. Such information as 
they give is very general and usually misleading. We are 
confident that our results have not been influenced to any 
considerable extent by the spread of information. 


The examinations were given under extremely favor- 
able conditions, in rooms which were quiet, comfortable, 
and almost invariably free from the disturbing influence 
of a third person. We have every reason to suppose that 
apart from the variations due to different examiners our 
results are strictly. comparable, and the latter difficulty 
is not a serious one, since, as has been indicated in our 
prefatory statements, approximately four-fifths of the 
examinations were made by five experienced examiners 
whose knowledge of the Point Scale was thorough-going 
and detailed, and who, by frequent discussion of points of 
method and of the values of results, tried to render their 
records both reliable and highly comparable. 


To further increase the comparability of results, each 
record was examined by the one or the other of two ex- 


MEASUREMENT OF PUPILS OF CITY SCHOOLS D1 


aminers (Messrs. Yerkes and Bridges) working together, 
so that all doubtful credits could be discussed and passed 
on by each. This procedure unquestionably eliminated 
many irregularities in the grading of certain of the tests. 


The results for the group of 675 pupils in School B 
appear in table 3, in which they are classified according to 
both age and sex. Each individual is represented by his 
total score in the examination. A given age group in- 
cludes all individuals from the middle of the year below 
to the middle of the one above. ‘T'hus, in the group of 
four-year-olds are included all boys (or girls) from three 
years seven months to four years six months. Conse- 
quently, the extreme age limits in table 3 are three years 
seven months and fifteen years six months. In each of 
the age and sex columns, the scores are arranged with 
the lowest at the bottom, and increase as we pass upward. 
This table gives a picture of the intellectual status of 
the school. It also presents the data in such form that 
anyone may make use of it as need dictates. 


In as much as School B exists in a locality inhabited 
by foreign-born as well as by American-born individuals, 
it was found necessary not only to exclude those who 
could not complete the examination because of language 
difficulties, but also to arrange our records in language 
groups. ‘The first contains all children born of English- 
speaking parents. This group includes 468 individuals. 
The second, those born of non-English-spedking parents. 
This group includes 207 individuals. This classification 
has been made irrespective of American or foreign birth, 
since in the first group were included many pupils born 
in Great Britain or her colonies, while in the latter group 
there appear many who were born in America in homes 
where other than English is spoken. 

The most prevalent races in School B are the Irish, 
Portuguese, English, mixed American, and Jewish of 
varied extraction. The Irish group is by far the largest. 

In tables 4 and 5 the results for the two language 


52 A POINT SCALE FOR MEASURING MENTAL ABILITY 


TABLE 3. 
Point Secale Scores for Pupils of Grammar School B. 


Age and sex indicated at bottom. 


| 


89 
85 
84 
80 
79 
79 
76 
76 
eo) 73 
70 72 
45 69 72 
44 69 811 72 
43 69 80 | 71 
42 58 67 79 | 69 
47 42 57 67 77 | 69 
42 41 53 66 TT) 68 
39 41 52 62 145186 
39 41 51 61 84 72 | 67 
38 40 48 59 13°42 \06T 
38 44 | 40 48 59 (653 LeLuGy 
36 44 | 39 48 58 76 67 | 66 96 | 94 
35 42 | 38 49 | 48 58 74 67 | 66 96 | 89 
34 39 | 38 48 | 47 57 7174 78 66 | -65 92 | 88 
34 38 | 38 48 | 47 57 74 | 70 66 | 65 91 | 87 
33 37 | 38 47 | 47 56 70 | 69 60 | 65 92°90.) 81°30 
32 37 | 37 45 | 47 55 68 | 68 60 | 65 89 89 | 87 92 
31 35 | 36 43 | 46 55 65 | 67 60 | 65 80 | 88 87 | 87 90 
31 34 | 35 41 | 46 54 64 | 67 60 | 64 78 | 87 86 | 87 89 
30 33 | 35 40 | 45 53 63 | 66 59 | 62 78 | 87 85 | 86 88 
29 33 | 35 40 | 44 52 63 | 66 59 | 62 78 | 86 83 | 85 86 


MEASUREMENT 


English-Speaking Group for Grammar School B. 


OF PUPILS OF CITY 


TABLE 4. 


SCHOOLS 


OU 
© 


5 yrs 6 yrs. | 7 yrs. 0 yrs.|1lyrs.|12 yrs. |13 yrs. |14 yrs. |15 yrs. 
M. Se vie Be eM Hood Poa Da Ree NS HD he gl Sh : peak ba (ys 
ee ae Lalo ei 4 21 ADBAIMEODS Meee ie aso Se | Olmos. (6 oo 
Loetomieto Lb elf) 23 ASt |e Ge Os eee 400 |vese—— 1) 0° — 
— 18 | 21 21 | 20 25 Pen eee 4a Cou—=—n GO. Ob M08, 606 
viene Ol) aincess 53 — | 58 — | 74 63 | — 72 | 83 79 
Mime lelecous:. ieee oO HS a DLe PDS O9ulaed os | 69-75) 1985) 79 
dseee |ea2o 28 ¥ acs — 535581059 70) |) 79) 66.) 76 %> |) 88 81 
18 23 | 28 — | 26 32 += 6) | 6007114180769°!| 76.78 | 90 84 
Lo) 24) —9 26 | — $5 54 60 | — 72 | 81 71 | 77 78 | 92 — 
20 24)) 24 26 | 27 35 Die Oe OSH D ENS. e (Os ino. S0n nO 4 
Z0NZonle24. 26.1928. 36 HSBOoelIE CO COMI ESo eto ule CO S4uleoe 
22 26 | 25 28 | 31 36 58 65 | 75 76 | 85 80 | 80 86 | — 
Oma eDL 2S | 194 37 5S OGe ln Ons Lele eG Sl) 8 0es.7. 
— 28 | 25 28 | 34 387 DOR OMIM eS Lao la See |eole oO 
26 — | 25 29 | 35 37 BO al | WA Sse IP HO RSP al) taeh tal 
sl) 30 (927 30 | 36 39 SIRI el SZ Sonlesis See) Sa Ol 
34°), 28 30 | 38-389 60 71 | 85 87 | 87 84 | 84 — 
Seo OLe hoo 40 61 72 | 85 89 | 87 86 | 84 
29° 32°\|)38 40 62 74 | 86 90 | 88 86 | 85 
30 32 | 38 40 62 — | 87 91 | 89 86 | 87 
31-33 | — 41 64 87 92 | 94 88 | 88 
32 33 | 40 43 65. Soe at) 89. 18 90 
Som Hees —— 65 89 96 90 | 91 
34 33 | 41 45 6 — — |} 92 
ale GN) ge el eae 6 92 92 | 92 
— — | 42 47 66 ae 95 | 94 
35 38 | 42 48 66 veces | 
eon e4ou4 Ss 67 
36 44 | 45 49 67 
38 44 68 
38 71 
39 72 
39 {lve 
47 ie 
76 
76 
79 
79 
84 
85 
89 


ot A POINT 


SCALE FOR MEASURING 


TABLE 5. 


MENTAL 


ABILITY 


Non-English-Speaking Group for Grammar School B. 


4yrs 5 yrs 6 yrs Tyrs: | 8 yrs Syne lolyrs: | 
6 gra iy easy ae ae aes Pa eee ak ak ie he sas 
— 16 — | 19 19 | 19 23 | —.... | 31 — | 44 41 
16 .. 18 | — 19 | 19 —W)| 38 25 | — 42-7 .... .... 
17 22 | 22 — | 23 26 | 39 — | 38 46 | 46 43 
— 25 | 22 34 | — 28 | 39 28 | 41 48 | — 43 
19 — | 23 — | 28 29 | 39 — | 41 50 | 56 — 
—— 285| 26737) 28 S14) 40242 | 742550) 96o 
31 29eot |poe- oo 4) 41 P45 el Ase tao leo 
34 — 42 | 32 —') 43 44 51 | 63 54 
31 34 38 | — 44 52 | 68 55 
ae 35 48 44 57 | — 59 
42 ae ee 46 58 | 70 60 
35 48 —]... — 
35 52 63 | 76 66 
at OZeeeee Age 
—- — 64 at 
39 5d) 65 81 
Rea 57 
40 62 
41 


biyrss| 12 -yrsai Losyrs: 
MylE So EVES se Meee 
42 40 | 46 33 | 48 66 
46 45 | — 45 | — 71 
eee Day econ (OA anes 
507509 |, 65-353 || 760 Sa 
50 — | 68 — | 57 83 
5d. 595171624 bt. — 
59 68 | 72 68 | 60 

62 69 | 77 69 | 68 

65 — | — 70 | 70 
6118 %3 | 72 

67 78 wee | 

69 78 76 | 80 

69 80 ik eters 

— ... 80 | 82 

13 — | 84 

qe 86 

80 96 


14 yrs. 
M. 


F. 


15 yrs: 


M. 


F. 
48 
87 
93 


MEASUREMENT OF PUPILS OF CITY SCHOOLS 39) 


¢vroups appear separately, and in each age and sex group 
we have indicated the number of individuals whose scores 
do not depart by more than 20 per cent. (or 25 per cent., 
as the case may be) from the average for the group. 
Thus, for example, in the group of eleven-year-old boys 
(table 4), the heavy line between 53 and 54 indicates that 
the 5 individuals above the line obtained scores 20 per 
cent. or more below the average for the group. The 
dotted line between 48 and 53 indicates that the indi- 
viduals above attained scores 25 per cent. or more below 
the average. At the lower end of the column of scores 
the solid line between 76 and 79 indicates that all indi- 
viduals below that point attained scores of 20 per cent. 
or more above the average, while the dotted line between 
79 and 84 indicates that individuals below attained scores 
of 25 per cent. or more above the average. 

In tables 6 and 7 we have presented in convenient form 
the scores for those individuals of the English-speaking 
and the non-Hnglish-speaking groups which are either 20 
per cent. or 25 per cent. below or above the average. 

The numbers of individuals in the several parts of these 
tables are as follows: 


Percent- 

age of 

No. Total. 

English-speaking group, 20% below the average........ 72 = 15.4% 
English-speaking group, 20% above the average........ 65 = 14.1% 
Non-English-speaking group, 20% below the average........ 41 = 19.8% 
Non-English-speaking group, 20% above the average........ 43 = 20.8% 
English-speaking group, 25% below the average........ 46—= 9.8% 
English-speaking group, 25% above the average........ 46=—= 9.8% 
Non-English-speaking group, 25% below the average........ 32 — 15.5% 
Non-English-speaking group, 25% above the average........ 29 — 14.0% 


The average score of the group of English-speaking 
pupils made up of those who attained the lowest score 
in- their respective sex and age classes is 35 points, as 
compared with a general average for the groups of 54 
points. On the average, then, the least intelligent indi- 
viduals in the English-speaking group fall 35 per cent. 
short of the score which they might reasonably be ex- 
pected to attain. Similarly, it appears that the average 


A POINT SCALE FOR MEASURING MENTAL ABILITY 


4 5 
12 Wah BN 
15 13 
18 
4 a) 
12 tik lat 
ity ales 
18 
4 5 
6 Hk Ons 
16 
iL 
4 i) 
6 Blab als 
16 


TABLE 6. 
English-Speaking Group. 
Individuals 20% or more below the average 
6 7 8 9 10 11 


11, 13) 14 21. 2147 35 82215445539) 45-41 


15 15 17 23 30 25 43 38 48 40 48 49 
21 21 20 25 30 25 44 43 47 53 

23 22 23 30 31 29 44 48 53 

23 23 23 34 44 53 

23 26 34 


English-Speaking Group. 
Individuals 25% or more below the average 


6 7 8 9 10 11 


J1 13. 14 21 22915382 210-4459 45054) 
15 15 17 23 30 25 38 48 40 48 
21 21 20 25 30 25 

22 . 31 29 


Non-English-Speaking Group. 
Individuals 20% or more below the average 


6 7 8 9 10 ii 


15.18 17 23 28 22° 3121 -41) 35 142 640 
19° 19° 19 25 31 44 41 46 45 
Lo eeLo 46 43 50 

23 43 


Non-English-Speaking Group. 
Individuals 25% or more below the average 
6 7 8 9 10 ital 


15 18 17 28 22 31 21 41 35 42 40 
iy + tu 31 44 41 46 45 


23 


(41). 


12 


Moe: 
46 33 
45 
53 


13 


48 


14 15 
61 54 55 
65 

14 15 
M F. M. UF 
61 54 55 

14 15 

M. oF: 

41 53 48 

14 15 


MEASUREMENT OF PUPILS OF CITY SCHOOLS 


TABLE 7. 
English-Speaking Group. 
Individuals 20% or more above the average 


6 7 8 9 10 11 


35 38 40 45 52 50 67 68 78 74 79 
ab oo) 41° 47°53 52°67 70 84 77 79 
38 44 41 48 57 56 69 74 77 84 
38 44 42 48 58 57 69 77 79 85 
39 42 49 69 80 89 
39 43 70 93 
47 45 71 


English-Speaking Group. 
Individuals 25% or more above the average 


6 7 8 9 10 tal 


3G 38) 41°47 57° 607570 (0 84 77 84 
38°39 41 48 58 52 71 74 77 85 
38 44 42 48 56 77 19 89 
39 44 42 49 57 80 93 
39 43 
47 45 


Non-English-Sjeaking Group. 
Individuals 20% or more above the average 


6 7 8 9 10 dl 
31 3% 39 38 48 42 57 63 70 66 73 
42 37 40 45 57 64 76 71 80 

42 S 62 65 81 


00 ~II Thy 
S00M0. 


Non-English-Sjeaking Group. 
Individuals 25% or more above the average 


6 7 8 9 10 ial 
Mags as ee MO eM Bo MoE MoM. UE. 
42 37 40 38 42° 57 64 16 71 80 

37 41 45 57 65 81 
42 44 62 


(65). 
12 13 14 
M. F. M. F. M. F. M. 
92 96 92 
95 
(46). 
12 13 14 
M. F. M. F. M. F. M. 
(43). 
ily, 13 14 
M. F. M. F. M. F. M, 
86 80 93 91 96 
96 82 
84 
(29). 
12 13 14 
M. F, M. F. M. F. M. 
86 82 93 96 
96 84 


15 
EF 


15 
i, 


93 


15 
F. 


Ds A POINT SCALE FOR MEASURING MENTAL ABILITY 


for the least successful individual in each of the non- 
English-speaking age and sex groups is 33 points, as con- 
trasted with a general average of 50 points. They, there- 
fore, fall 34 per cent. short of our reasonable expectation. 
By any ordinary standard these two groups of indi- 
viduals, 47 in all, are mentally very inferior members of 
their age and sex groups. The degree of inferiority, to 
be sure, varies greatly from individual to individual. 

It has seemed to us wisest in this report to present the 
point seale score of every individual, and without selec- 
tion to determine the average for each age and sex group. 
We have done this in spite of the obvious fact that in each 
class there are several exceptionally low as well as ex- 
ceptionally high scores. If it were true that the excep- 
tionally high were as frequent as the exceptionally low 
and approximately balanced them, there would be no basis 
for objection to our method of obtaining the norm for a 
given group, but examination of our tables 3, 4, and 5 in- 
dicates that where the number of individuals in a group 
is very small, the average is likely to be unreliable. For 
instance, at the age of twelve years for the English-speak- 
ing group the results for 21 boys are presented. The 
average for this group is nearly 75 points. Six indi- 
viduals fall 20 per cent. or more below this average, 
whereas only 1 individual is 20 per cent. above the aver- 
age. It is fairly certain that the general average for this 
group is too low, because of the frequency of mentally 
inferior individuals. It probably should be 2 or 3 points 
higher. It is, of course, needless to argue that in the 
direction of mental inferiority there is practically no 
iimit, whereas superiority tends toward a limit which is 
infrequently attained. 

It is not our desire to defend the method of averaging 
non-selected groups, but rather to point out here that 
there are certain obvious advantages in a procedure simi- 
lar to the following. 


MEASUREMENT OF PUPILS OF CITY SCHOOLS 59 


Let us examine, for example, the children of English- 
speaking parents in the ten-year group. There are 53 in 
all—25 boys and 28 girls.*? In the case of such a group 
as this, or such groups, if we consider the sexes sepa- 
rately, the obvious danger is that there may be more men- 
tally inferior individuals than there are correspondingly 
superior individuals, and that, therefore, as was pointed 
out in the preceding paragraph, the general average will 
constitute a norm which is too low. Or, on the other hand, 
in very exceptional instances, the opposite might be true. 
We propose, then, to examine the averages for these 
evroups of ten-year-old boys and girls in the hight of an 
analysis of the individual scores. For the ten-year-old 
boys the point scale average, or mean value, is 64 points, 
and the range of the scores is from 44 to 84 points, or, 
expressed simply, 41 points. The mean variation for the 
group of scores is 7.1, while the modal class is 65, if the 
various scores be grouped in classes of 5 points each, 
the 65 class including all scores from 65 to 69. 

For the corresponding group of girls, the mean is 61 
points, the range 39 to 80, or 42 points, the mean varia- 
bility 9.8, and the modal class 55. 

In order to ascertain whether the numbers of sub- 
normal and supernormal individuals are equal in these 
two groups we shall arbitrarily eliminate in our further 
calculations all of those whose scores depart by more than 
2 of the 5 point classes from the mode. As a result of 
this process of elimination we obtain a group of 19 boys 
and a similar group of 19 girls. The statistical values 
for these two selected groups are as follows: 


For the boys, the mean is 66 points, the range 56 to 78 
points, that is, 23 points, and the mean variability 4.0. 
For the girls, the mean is 57 points, the range 47 to 67; 
that is, 21 points, and the mean variability 4.5. 


“Because of an error in the classification of one individual, the data 
here given differ from those previously presented in the Boston Med. 
and Surgical Journal, 1914, 171, p. 865, 


60 A POINT SCALE FOR MEASURING MENTAL ABILITY 


By comparing these statistical values with those 
yielded by the non-selected groups we obtain the following 
significant data. Elimination of the extremely high and 
the extremely low scores in the case of the boys raises the 
average 2 points, while diminishing the variability by 3.1 
points. This clearly indicates that in the boys’ group 
there were more subnormals than supernormals, and that 
the average was therefore somewhat lower than it should 
have been. For the girls, the average after the elimina- 
tion of extreme individuals was 57, as contrasted with 61. 
In other words, it was lowered 4 points, while the varia- 
bility was diminished by 4.8 points. It is thus indicated 
that in the non-selected group of girls there were more 
supernormals than subnormals, and that in consequence 
the average for the group was too high. 

From these data it appears that, whereas the differ- 
ence in the intelligence of the boys and girls, as indicated 
by the means of our non-selected groups, is only 3 points, 
that difference becomes 9 points when, by an apparently 
fair but arbitrary method, those who exceed a certain 
limit of intellectual strength or weakness are eliminated. 

We readily admit that the number of individuals dealt 
with in the above illustration is too small to yield con- 
vineing results. But we are confident that the main indi- 
cations from these results are reliable, and that the caleu- 
lating of norms, without some means of guarding against 
the undue influence of inferiority, on the one hand, or 
superiority, on the other, is unsafe. 

It seems to us wiser, however, to use non-selected 
groups than to eliminate only the obviously defective; 
and we have preferred for the purposes of this pre- 
liminary application of the point scale method and of 
the presentation of results to make use of the method of 
averaging without selection. 


CHAPTER 5 


NORMS FOR AGE, SEX, LINGUISTIC, AND 
SOCIAL STATUS 


The Point Scale is next to useless to any examiner, and 
wholly useless to the inexperienced person, if norms for 
the evaluating of results are not at hand. We propose, 
now, to present such norms as we have been able to obtain 
from the group of individuals whose scores appear in 
table 3. 

Although our simplest procedure would be to arrange 
these individuals in age groups and determine the aver- 
age score for each year or each half-year, it can easily be 
demonstrated that this would be worse than valueless, 
for the school population is entirely too heterogeneous 
to yield other than misleading averages. Indeed, in this 
instance, as in many others which might be cited, the in- 
discriminate grouping of results hides the very facts 
which we are most anxious to discover and consider. 

As a demonstration of the practical significance of 
heterogeneity in School B, we present the distribution of 
scores for all pupils in the ten-year group, that is, from 
nine years seven months to ten years six months. There 
are 76 individuals in this group. In order to construct a 
reasonably condensed distribution curve for the group, 
we have classified the scores by the following method. 
All between 35 and 39 points fall into what is indicated 
below the base line of figure 1 as the 35-point class; all 
between 40 and 44 points, in the 40-point class, and so on 
up to the 80-point class, which marks the upper limit of 
achievement for the group. ~ 

The continuous line curve of forte 1 represents the 
distribution of scores for the entire group. The distribu- 
tion is pronouncedly trimodal, and it is evident that this 

61 


62 A POINT SCALE FOR MEASURING MENTAL ABILITY 


Number 
15 


14 


P “ D / \ 


~ 2 
- 
oo” 
=< 
—_ 


4 ‘ \ 5 
L. ‘ ‘ 
8 / \ 
A p Oma tL Sai 
ee ae ie ' oa 
se “. ne \ Se 
< oe Pa “eo eee 
ron 4 q mak 


1 SS Sag es << 


30 40 45 50 55 60 65 70 75 80 


Figure 1.—Distribution of the Point Scale scores for a group of 76 
ten-year-old children, of both sexes, born of English- and non-English- 
speaking parents. 

Ordinates represent numbér of individuals. Abscissae represent scores 
by five-point classes, e. g., 35 includes scores from 35 to 39 points. 


Solid line (————) indicates distribution for the entire heterogeneous 
group. 
Irregularly broken line (—-—-—-) indicates that the English-speak- 


ing boys. 
Regularly broken line (----) indicates that for English-speaking girls. 


NORMS FOR AGH, SEX, LINGUISTIC, AND_SOCIAL STATUS 63 


may be due to the heterogeneity of the group. It is there. 
fore desirable that we analyze its chief constituents. 

By eliminating the children of non-lnglish-speaking 
parents we eliminate also the first mode, namely, the 40- 
point mode, without essentially changing the other fea- 
tures of the distribution curve. By eliminating, next, the 
girls of the group, we get rid of the second mode, namely, 
that at 55 points, or by eliminating, instead, the boys of 
the group, we get rid of the third mode, namely, that at 
65 points. This analysis demonstrates that the trimodal- 
ity of our distribution curve is due to the heterogeneity 
of the group, and it further proves that the group must be 
resolved into four sub-groups in order that norms at all 
rehable as standards for evaluating results shall be 
obtained. 


Figure 1 represents, in addition to the distribution 
curve for the entire group, the distributions, respectively, 
for the girls. (regularly broken line of figure) and for 
the boys (irregularly broken line of figure) of the Eng- 
lish-speaking group. These two sex groups, although not 
large, exhibit surprisingly pronounced modes, that for 
the girls being constituted by the 55-point class, as in the 
ease of the distribution curve just discussed, and that for 
the boys by the 65-point class. It appears from these 
distribution curves that at ten years of age the difference 
in mental capacity between boys and girls is so great that 
its neglect would inevitably lead to unfair evaluation of 
individual results. | 

We have now demonstrated by the examination of re- 
sults for a sample age group, from the pupils examined, 
both the existence of heterogeneity and the importance 
of considering it in the calculating of norms. It remains 
to present such norms as promise to meet the needs of the 
examiner who is attempting to use the Point Scale. We 
shall now offer, in tabular as well as in graphic form, the 
several norms which have been obtained. 


64 A POINT SCALE FOR MEASURING MENTAL ABILITY 


ToraL Group Norms 


By taking the 675 pupils of School B and the 76 adults, 
irrespective of language or sex differences, we obtain the 
age norms of table 8 and the graph, figure 2. Once more, 
for the sake of emphasis, it should be stated that each age 
group includes individuals from the middle of one year 
to the middle of the next: thus, four years of age means 
between three years seven months and four years six 
months. 

There is a fairly regular and rapid increase in the 
average score for the children up to the age of. twelve, 
and, with the exception of the year four, for which the 
number of individuals is too small to yield satisfactory 
averages, it seems probable that the several age norms 
are reasonably reliable. 


TABLE 8. 
Average Scores for the Pupils of School B, by Years. 
FW pion ae | 5 6 1 8 9° 810 7 11 ~ 12) 18 - Sie beac 


Number: 5. 39,971) (‘73° (61) "14 "16-579 960 Oe G0 Sea et 
Score.;..14 _22,,.29 34. 89. 62.59 p64 (0740/4 (8.9 


For the age fifteen, the norm again is unreliable, be- 
cause of the smallness of the group. It is probable that 
the norm for thirteen should be 76 or more; that for fif- 
teen at least 85, and that beyond this point a very slight 
increase in the average score occurs. Indeed, it seems 
highly probable that the adult level is attained as early 
as the sixteenth year rather than with the twentieth. 

We present the above data not because we consider 
them of special value to the examiner in the evaluation 
of results, but merely for the sake of completeness of de- 
scription and to give point to our further analysis. 


LanauaGeE Groupe Norms 


In view of the statements already made concerning 
language differences in the pupils of School B, it is ob- 


NORMS FOR AGE, SEX, LINGUISTIC, AND SOCIAL STATUS 65 


Se 
1S 
(SRE eee 
een bhp lit eet 
SORE 


Se eee ee 
Poem / Uae 
_ JS eae eee 
4 PA an A SANs i | 


12 13 14 15 16 17 18 


ei 2.—Norms for heterogeneous group of 751 individuals, 
Ordinates indicate points scored ; abscissae, age by years. 


66 A POINT SCALE FOR MEASURING MENTAL ABILITY 


viously desirable to resolve the group into the HKnglish- 
speaking and the non-English-speaking sub-groups. The 
norms for these appear in table 9, together with the num- 
ber of individuals in each language and age group. Fig- 
ure 3 presents the graphs which are constructed from the 
several averages of this table. The continuous line repre- 
sents the English-speaking norms and the broken line the 
non-English-speaking norms. 

It is not surprising that the language difficulty should 
manifest itself in these averages, but it is somewhat sur- 
prising that the difference in the norms for the Iunglish- 
speaking and the non-English-speaking children should 


TABLE 9. 
Average Scores for the Language Groups of School B. 

FE ead Mat Ie aa 4 5 6 7 8 9 a0 “23s (125-18 ee 
Number 

(English)...... 3 28° 55. 748° “470 487°° 58) bb) 40. 1487 
SCOOT tisorcte 17. 22 »-29° Bb2" 41s 36> (629 65a hie eo) ee ee 
Number 

(Non-English)... 2 “11 7 16° 925° “140-31 9 7e ot 0 ea ee 9 
PEDIC fan Oita ee 11° 27, 27 Sl ST 48 56 025161) Bose eee 


be so shght as 1 and 2 points, respectively, at the ages 
five and six years. It is obvious that the differences at 
the extremes of our series, fourth and fifteen years, are 
unreliable because of the small number of individuals in 
the groups. In general, it appears that the non-Knglish- 
speaking children fall short by from 5 to 10 per cent. of 
the scores attained by their English-speaking companions. 
It is obviously unfair, then, to judge individuals from 
these two groups by the same standard. 

It was our expectation, when we originally classified 
the data of our examinations, that norms for half-years 
sufficiently reliable for practical purposes might be ob- 
tained. Since these may be of some interest and value to 
certain readers, we present the data in table 10. Our sole 
reason for fusing the half-year groups is the obvious need 
for larger numbers of individuals in the groups whose 
averages are to be used as norms. 


~ 


a 


NORMS FOR AGE, SEX, LINGUISTIC, AND SOCIAL STATUS 67 


eee 
as | 


4 5 6 7 8 9 10 ll 12 13 14 15 


Figure 3.—Norms for language groups. Solid line (————) indicates 
scores for English-speaking (i. e., born to English language) children. 
Broken line (----), those for non-English-speaking (i. e., born to some 
other language) children. 

Ordinates — points scored ; abscissae — age in years, 


_ D 
O/6) 


A POINT SCALE FOR MEASURING MENTAL ABILITY 


TABLE 10. 
Average Scores for Sexes and Language Groups, by Half-Year Groups. 

Yr. Mo Yr. Mo. Yr. Mo. Yr. Mo. Yr. Mo. Yr. Mo. 
Dio errr corer eho 4 1 4 SET spe ae ak (ae pal Cr iz 
4 6 5 0 5 6 6 0 6 6 i. 10 
SOx oa ve ecurieoaecsetee: M. F M. F F. M. F. M. F M. F. 
INGOs Pron elish esses ee 8 6 9 15° 22: 14 14 ies) 
SCOr eu eee Salar UO aes 25 26 25 28 aay cul ah 835} 
No. Non-English.. PW, yee al 4 4 3 69 14 Te 4 
SCOLC Pees 6 0 17 28 23 20 aye ZALD Pad eat 26 27 

+22 ro. rh +& i> +2 

+Y :) 3 5 a. 5 
Yr. Mo Yr. Mo. Yr. Mo Yr. Mo. Yr. Mo Yr. Mo 
AE Olin wetciavescucetes ie al ce Sat Seat Oar he FF 
7 6 8 0 8 6 9 0 OFEo 10 0 
NSD. Cs Ani eh ate ali) M. F. M. F. M. F. M. F M. F. M. F 
INOS ens Sheree ala alia see | MY) Wey fs i033 14 11 12 14 
SCOL CU sere eerie 36 40 al algl 45 40 51 43 61 60 63 57 
No. Non-English..| 11 3 Hy als iG 14 6 3 8 Cioerrs 
SCOR CW treet 35 33 lao 42 32 44 55 50 49 Some 

fu +1 I FY -2 +f 

“= 1 +o +" +1 4/5 
Yr. Mo Yr. Mo Yr. Mo. Yr. Mo Yr. Mo. Yr. Mo 
A Cimneen cesar ce eae tenes iy al a) Ye ele: aba abe ab 125 3% 
10 6 11 0O it 12750 Tab Lg 0 
SOXG sete eee M. F M. FE M. F. M. F. M. F M. F 
No. English........... 13 14 Pant "eh ie 10 8 gla kak a bp ho ie! 
SCOPE Mestre 65 65 66 64 65 62 76 77 74 81 82 76 
No. Non-English.. ot Ais 6 7 Saar omeeo 4 4 Shae 
SCONG Mister nes 66 58 67 68 56 56 73 68 60 70 69 77 


+! -3 +5" +4 
+ | Z +|3 —| 
Yr. Mo Yr. Mo. Yr. Mo Yr. Mo. Yr. Mo. 
A LO ves Re ieok conacee et ince ances CeReR ORE ROT Lome ee Y Ae! ih te HN jm a 
ist 14 0 14 6 15 0 ius Ms 
SOX SE etic schcenteereer eeete sto outememererness M. F. Meek: M. F. M. F. M. F 
INGPeLUN Bligh Wem rere ce eee ee 9 9 10 9 iS) ee) ah tal 
SCOL Give erences areca 82 78 83 80 80 78 85 75 94 81 
No. Non-Ennglish................0000. 4 2 5 6 be 2 Ah a8 Mien, 
SCORGii. cotecstetrestovesesesscteommeren 59 72 73 81 81 67 67 76 71 #O 
Sex Norms 


In view of the 


pronounced difference in the sex norms 


for the ten-year-old English-speaking groups noted on 
page 63, it seems highly desirable further to resolve our 
group by classifying according to sex. The sex norms 
for the combined language groups are given in table 11, 
and they are graphically represented by figure 4. 

The interesting thing about these two graphs, of which 
{he continuous line represents the norms for the males 


i 


NORMS FOR AGE, SEX, LINGUISTIC, AND SOCIAL sraTus 69 


TABLE 11. 


Average Scores for the Sex and Age Groups of School B. 


a ot ks 6 7 8 SE ER WS Nip en es me © ee 5) 
PROV ere crs wae onl Pueee0r 2b g te ale be.) 62>" 64° — 71° 73" 80° 78 
Pie acer. 4 Jeet olve co. wrsco, (040). OS 8G3) “7b 96 "17, 716 


and the broken line, the norms for the females, is that 
they repeatedly intersect one another and thus apparently 
indicate that there is no constant difference in the in- 
telligence of the sexes as measured by the Point Scale. 
That this conclusion is not justified is evident from our 
previous analysis of the ten-year-old group, and from the 
further analysis of the norms of figure 4, for, as is read- 
ily appreciated, it is wholly desirable to deal with the 
language groups separately when we classify according 
to sex. The norms for the four groups thus obtained 
are to be found in table 12, and their graphic representa- 
tion in figures 5 and 6. 

‘Comparison of the data for the English-speaking 
groups clearly indicates that the girls attain higher scores 
than the boys between the ages of five and seven, that 
they then tend to fall below the averages for the boys, 
with minor variations up to the age of eleven, when they 
again for a year or two surpass the boys, only to drop 
below once more from fourteen onward. 

The results for the non-English-speaking groups are. 
strikingly different from the above. Especially marked 
is the superiority of the girls from eleven years on to 
fifteen. Evidently certain economic conditions differ- 
ently affect the sex groups in the city school and render 
the sex norms useless for general purposes. 

It is evident, however, that interpretation in the light 
of sex norms is not of so great practical importance, ac- 
cording to our present indications, as is similar interpre- 


MENTAL ABILITY 


A POINT SCALE FOR MEASURING 


70 


ie 
is SEE Ee BS 


Figure 4.—Norms for sex groups, including both language groups. 


--), for 


Broken line (-- 


) indicates scores for boys. 


Solid line ( 


girls. 


years. 


= age in 


= points scored; abscissae 


Ordinates 


NORMS FOR AGE, SEX, LINGUISTIC, AND SOCIAL STATUS T71 


heed 
EVAL 


4 
/ 
/ 


Pheer 
Daa 


4 5 6 wT 8 9 10 11 12 13 14 15 

Figure 5.—Norms for English-speaking sex groups. 

Solid line ( ) indicates scores for boys. Broken line (----), for 
girls. 

Ordinates — points scored ; abscissae = age in years. 


o 


G2 A POINT SCALE FOR MEASURING MENTAL ABILITY 


4 


4 5 8 10 ll 12 13 


10 


8 9 5 
Figure 6.—Norms for non-English-speaking sex groups. 
Solid line (——-—) indicates scores for boys. Broken line (----), for 
girls. 


Ordinates — points scored; abscissae — age in years. 


Nahe? 


NORMS FOR AGE, SEX, LINGUISTIC, AND SOCIAL sTaTUS (3 


TABLE 12. 


PREG ocuevsnasovesoncin visas 4 5 6 7 8 9 


ORR er raat cress teat vvse M. F M. F MoE M. F. M. -F M. F 
ING? CENBLISHS ccvexsscse 7A St 8} als 29 26 24 24 30 17 27 16 
BCOCO Ne ocrccccoteces rs 18 17 20 24 29 30 33 38 43 39 56 55 
No. Non-English... 2 0 67 ed We etl LS oat 17 14 
SCOP CRG ms cavecat toc 1 0 21 22 25 29 32 30 39 32 46 51 
PA Clr incen savesacsadsevedsss 10 11 12 13 14 15 
SEX Bade ccvcsstcssctussesses IN Hye M. F. M. F. M. F. M. F. Me Er: 
No. English........... 25 28 39 16 21.19 20 23 23 14 10 6 
SCORERS a cases eases 64 61 66 63 75 80 82 77 82 79 86 76 
No. Non-English..| 10 13 14 10 ti als: ie) Cm Cato 
SCOTCii icc. ccunee: Secure 58 55 61 65 66 68 66 75 74 76 69 76 


tation in the hght of language norms. We are fully con- 
vineed, however, that the accurate determination of norms 
for the sexes is eminently desirable, and we suspect that 
at certain ages serious injustice will be done to indi- 
viduals by evaluating their scores in the light of norms 
which do not take account of sex differences. 

We have now presented and briefly discussed norms 
for age, language, and sex. These are not by any means 
the only norms which are obtainable and which may 
prove necessary for the fair interpretation of results. 
They are, however, the only ones which are furnished 
by the data obtained in School B, for, although racial dif- 
ferences existed in the group, and also reasonably impor- 
tant sociological differences, our attempts to classify 
our data by race and by social status proved so unsatis- 
factory that it seemed wiser not to persist in this effort. 


SocroLtocican NorMs 


Although we were not able to obtain reliable sociologi- 
cal groupings within School B, the contrasting of the 
results from School A with the strictly comparable results 
from School B provide us with valuable norms. As will 
be recalled, School A is located in a good neighborhood, 
and the sociological status of almost all of the pupils is 
good to excellent. With few exceptions, these individuals 
are American-born as well as of English-speaking parent- 
age. School B is, on the contrary, located in a medium 


74 A POINT SCALE FOR MEASURING MENTAL ABILITY 


to poor region of the city, and the majority of its pupils 
live in medium to poor environment. 

Unfortunately, we were able to examine in School A 
only the pupils of the kindergarten and the first grade, 
and we have therefore to contrast with children of ap- 
. proximately the same age in School B only 54 individuals. 
These fall in the age groups four to eight years, inclusive. 

Since practically all of the pupils of the favored group, 
as we may call that of School A, were born of English- 
speaking parents, it is obvious that they should be com- 
pared with the children of the English-speaking group 
in School B. 


TABLE 13. 

Average Scores for Pupils in School A, Favored, and School B, Unfavored. 
ALG Ree eee hie eens Fe es eae 4yrs. 5 yrs. 6 yrs. T yrs. 8 yrs. 
SChOOUTA Sia were e sce pares 15 2hy 42... 49 | 56 
Schoolwe teens see ee 17 222 29 35 41 


The differences which appear in table 13 are extremely 
marked. In the first place, very young children of the un- 
_ favored group seem to have somewhat the advantage of 
those of the favored group, because they are less timid 
and seem to be able to meet the requirements of the ex- 
amination with greater facility. But from five years on- 
ward the advantage is entirely with the favored -group, 
and the average scores for the ages five, six, seven, and 
eight are from 10 to 30 per cent. greater than for the 
corresponding ages of the unfavored group. 

We shall, in the next chapter, more fully discuss socio- 
logical and racial differences, and it must suffice at this 
point to state that our results indicate that a difference 
in mental ability, as measured by the Point Scale, of from 
10 to 30 per cent. may be associated with difference in 
sociological status. It is beyond our aim to attempt to 
analyze the conditions for this difference and to attribute 
the proper measure of influence to environment as con- 
trasted with heredity. 

The use of norms is briefly discussed in Chapter 11, 
page 160. 


CHAPTER 6 


THE SIGNIFICANCE OF SOCIOLOGICAL AND 
RACIAL STATUS 


As has been stated in the concluding paragraphs of the 
previous chapter, we have excellent materials for the dis- 
cussion of differences correlated with social status in the 
data of the two grammar schools in which our examina- 
tions were made. It was our hope that we might be able 
to examine all of the pupils in each school, but the magni- 
tude of our task was over-great, and we were forced to 
compromise with the completion of our examinations in 
one school and the sampling of the other by examining 
all of the pupils of the kindergarten and the first grade. 
Because of the extreme differences in the results obtained 
in these two schools, we shall present our data in detail 
instead of giving only total scores and averages, as has 
been done heretofore. | 

Taking the 54 individuals, 26 boys and 28 girls, of 
School A, we selected from the pupils of School B indi- 
viduals of the same sex and of as nearly the same age as 
possible. Care was taken, in this attempt to match an 
individual of School A with an individual of the same sex 
and age in School B, to avoid language difficulty. Other- 
wise, there was no discrimination, and our method of 
selecting the individuals from School B for comparison 
with the group from School A tended rather to lessen 
than to increase the differences in achievement which are 
now to be discussed. 

Throughout this chapter we shall designate the pupils 
of School A as favored and those of School B as un- 
favored. 

There are arranged in table 14 the results of the ex- 
aminations for 26 boys of School A. The age of each in 
years and months is stated, and following that, in columns 

75 


76 A POINT SCALE FOR MEASURING MENTAL ABILITY 


1 to 20, the number of points scored in each of the twenty 
tests. A blank indicates failure to score. Finally, in the 
last column appears the total score yielded by each indi- 
vidual. For this group, as is indicated at the bottom of 
the table, the average age is precisely six years and the 
average of the total scores, 37.2 points. There appear, in 
addition, averages for each of the twenty tests. 

In the same manner, table 15 presents the data for a 
group of 26 boys, who constitute the unfavored group of 
School B. Their average age is one month greater than 
that of the favored group, while their average score is 
only 29.5 points, as contrasted with 37.2. 

Tables 16 and 17 present the strictly comparable data 
for groups of 28 girls, favored and unfavored. The aver- 
age age is the same for each group, six years two months. 
The averages of these four tables are placed in convenient 
position for comparison in table 18, in which is indicated 
also the relation of superiority or inferiority in the case 
of each test. Thus, the symbol + indicates that the fa- 
vored group achieved a higher score than the unfavored; 
the symbol — that it achieved a lower score, and the 
symbol = that there was no difference. 

From this table it is apparent that in only one test 
were the unfavored groups superior to the favored, in 
one test the results for the two groups of boys were equal, 
and in three tests the results for the girls were equal, 
while in yet another neither group scored. 

The averages of the total scores differ greatly, that for- 
the favored group of boys being 37.2 and that for the 
unfavored group of boys 29.5, that is, 21 per cent. less. 
The favored group of girls attained an average score of 
41.0, whereas the unfavored group attained only 32.6, 
that is about 20 per cent. less. These differences are in- 
deed startling, but even greater are the differences which 
appear when, instead of comparing groups which include 
children ranging in age from four to nine years, as is the 
case in tables 14 to 18, we compare only the six-year-old 
groups of the two schools in question. 


77 


STATUS 


SOCIOLOGICAL AND RACIAL 


Or 


SIGNIFICANCE 


TABLE 14. 


BOYS—FAVORED GROUP. 


Total 


18 [a6 [15 [16 ] x7 [8 [20 | | 


12 


rj2}a|als|e|z)s|o |ro{n 


Age. 


No. 


2 


re Annnnntste Ne 


ba Ss oe Oe eo 5 on Dh 


| 
ANN ANA AN N wre 


6- 0 || 3.5| 5.4] 2.9] 2.4] 1.5] 3.7] 2.5] 2.7] 1.2] 2.8] 1.8] 2.2] 0.8] 0.8] 0.3] 1.3] 0.4] 0.3] 0.8] 0.1[| 37,2 


_ 


am NN a 
OT OT st HT OT 9 00 0D HHO OT OY tH OO 
POO HHA NIN HHH OOH HH 


rh OD rd SHOT LD HOD NI © 60 19 1 HOD PHD OD 


‘us| nN TT TON ON CN 69 rat Tt Co CY 1 

oD CU HED EOD OD CU SH OD SH MH OD HOH eH OT XH OO) HH 
eee ee | 
oO OD CD NAMA OD OD OD OD OI OI OI OD OD OD OIA «= OD OD CD OD 
ee SE se ae a ee ee 
CR SH HDHD He Ht et tH HD OH I HH C810 
= A ANNA MANN M ONAN ROO 
PAOD OD NT ND OD CD ry OD OD CD OD CD OD OD PH OD) I OD OF OD CI YD 9 
VN OTD rH OD OD CN SH OD CUD 09 LOD OD SH eH OD 1 OD OF CN HH OD 


Le a i I i I a i A i i ali a a A A a i 

ee ce Eee aa Se ge eee 

TITLE BED 1S 1D B= G9. P= 00'CO C2 Co 14 CU. SH Ht O09 S v4 CIN CO 7 
' 

Sdddd disso ss dddsoddorrtenea 


TAN OO HID WL OM OHA) HIG Oo 
Fare ys et et eS et 


Averages. 


an 


MENTAL ABILITY 


MEASURING 


SCALE FOR 


A POINT 


8 


TABLE 15. 


BOYS—UNFAVORED GROUP. 


AR BOA ARRGRRASASRBSAU GOS ARO 
XN «a ARTA 

sg FN 

4 N NM oe oN of ONO 

xo N oO WN 

Na —] An «A 

=~ 

os) oD i] AN AAA ONW 
a sl HOD SH SH cH HH 

a na AOA BAM HMHAIAN ODIO HE 
ao ol SeAN FA Ae 

AnNA NH Hh 00 09 09 09 0 SH HH PNT OD OH 
Girt rissee cy CO HOD A AH ODED EDD ODED CID 

OD SHU ry ON HHT HOD 09 1D 00 SH RH OD 60 10 SH SH OD OD SH SH SHH 
on) PNA HAN FANANTRMONRHONS 
dad MOANA HOM OMRHOT 
TD OI AT I 69 09 09 HH 69 09 09 C1 I OD I od I OF SHLD 6D C9 OO HH 
OD OOD HOD LO HO CO HONDO HIN OOOO WOOWO OO 


I a i a a i a A i BB i A i i a i sn a i 


Se Cs COIR So = .00 90 Cia 9 et GI C19 SRS O0 rat a io MO Ce ree 


5 ea ital Je at | ' ' ' L iesesall a me | ' Ul {poms} ley 211 i al Bet | ere ar ' oe 
SSS et tt 9 19 19 19 19 OO OO we He ee 


TANT OD SHLD OB OOM OS AID HIN Ol ONS 
So oe oo oe oe oe oe oe oe 


1 | 0.2] 0.8] 0.3) 1 | 0 | 0.2] 0.3] 0 || 29.5 


Averages 6- 1 


79 


SOCIOLOGICAL AND RACIAL STATUS 


SIGNIFICANCE OF 


TABLE 16. 


GIRLS—FAVORED GROUP. 


No. 


bal 

re Mm NMONAMN bs | ANN 

eo N sri Sr re = Nes pe ries 
N N i Bal 

e NMRA vl ‘| 

ri Ne are RMANRNNNNNSN Nein 

ss NN CNS NT NNT ST ed ed SHEN 6 OD SH HO 01 NT OD OD SH 


|N ri rN N oH rt HHN HN a= St 


TH AAI OO NOD OANA OD ALD OD OD OD OD SH OD 1D OD ID O11 


New ea 2 OD rt HOM AN MRNA SH 


a 


OD GYD CD OD NENT OD OF OD OD CD CVD OD OD «OVD. YD. OVD. YD) CVD CVD CD CVD. OD CD CFD YD OD. 


THAN sh CY) <H 00 SH OSL st s<H <H OOD HOO =H OO De SH eH eH LO SH eH 


$< 


ma NARA MN MOON NROONMONNNATS 
HHID ONO HOO ME OMINDWOMWOWOWWOIONWWOOCOOO 


[SHON SH SH a i Al a i ai a a li a i i i Bi A i i 


HDOMDAANMHONDRSCOOSCHMHAMOMMMNOSOADOMOrm DO 
bo 1 co Bhs) mr 


t 1 ‘ ' ! 1 1 ‘ ‘ 1 ' 1 1 ' 1! ' ' i ' 1 1 ' ' ' ' ' ' 1 
SH HH HID ID ID ID IN DOOOOOODOGOOOO OOM EEE 


TAN 69 SHS Or 00 FNM HOO AMOnrN ball oR ted 
SHAS ASSoOSSRRARARAS 


28 
Averages 6-2 || 3.8] 5.4] 3.1] 2.4] 1.8] 4.4| 2.8] 3.1[ 1.5] 3.6] 21] 2.6) 0 [1 | 0.4] 1.5] 0.4] 0.7] 0.6] 0.1]| 


MENTAL ABILITY 


MEASURING 


FoR 


SCALE 


PPB Ne RN ya hee 


80 


ee ee eee a me | lane Sa ee ae ee eT EET Cae Te 


TABLE 17. 


D GROUP. 


+ 
4 


GIRLS—UNFAVORE 


Ne re re N 
nN N Les | 
N N ANN bom COON N HANAN RON AT 
nm N be 
re N man ma N N 
man mn NANA OIN st re aN OOH RAIA A OO 
NX N AA HOD Nn SHH OO NN AN 
ANNNHA AHN mNANNM AN mt oONL A 
nANr mnHiNN mAs NTN ONwrs wre 


OD rt rt OD OD CD SH EOD OD NI SH OSH SH OH OSH SHE HOOD ed SH eH SH OD HSH 
No OD OD NI rt OD I OD 09 09 09 OD NI OD OD HH OD OD 60 OD C2 NI 6D OD OD 
HOO COMHHOM COHN OOS Ba i a al al a | 


MM AN NNR MNNMNANTENHNNMOON ANAS 


OD rt SO St Dt Dt ry OD 0D OD rd OD OD ed OD OD PS OD PH OD TS OD 


OD SH ONL NI SH EOD OD CN NT YD SH LO SHEN HOT pe NT St 0 SHEN OD HS 


LD OD B= GYD HD CO Be 60 60 0 HO 09 19 CO 1D LOCO OID LOCO COLO OO OO 


I i a I ai A A i A a i i a a i i A Al Bi A i i i ss a 


re Sore Daal coe 


Pes tee fe nN eke ts hh) BOR ig) oie Pe ON ae eee 
set SH 1D 19 1 1D 1 19 1919 OOOO OOO OOP PH OO 


se OSM I Sc e Rae [SHOG psal Cael Seep al ae al a aaa 
Se ee ee De De I QIN GIN 


et 
in | 
for) 
Oo 
2 
oO 
ay 
o 
o 
ai 
ri 
at 
oOo 
1 
Oo 
i—) 
ir 
aart 
= 
e 
S| 
ri 
cl 
ior) 
2 
N 
2 
ie) 
2 
re 
N 
+ 
oD 
ee 
[te] 
= 
N 
' 
oo 


Averages. 


SIGNIFICANCE OF SOCIOLOGICAL AND RACIAL STATUS S1 


TABLE 18. 


Averages for Favored and Unfavored Groups for Each Test and for 
, Total Scores. 
-— Relation of -——\ 
Test. Favored Unfavored Favored Unfavored Favored to Unfavored. 
Boys. Boys. Girls. Girls. Boys. Girls. — 


1 3.5 4.0 3.8 4.0 — — nap sod ne: 
2 5.4 oan 5.4 5.4 =i = Wettirss 
3 2. 2.8 3.1 3. ok = Wren ne” 
4 2.4 1.5 2.4 2.0 + + ( 
5 1.5 1.2 1.8 1.6 ae ze 
6 3.7 3.5 4.1 3.3 ie a2 
7 2.5 1.9 2.8 2.5 ss ae ¢- 
8 4 2.2 3.1 3.1 ae — prtinnrig Lostone 
9 ie 0.5 1.5 1.0 ie =f 
10 2.8 2.0 3.6 17 Se J 
11 1.8 1.3 Pal 1.4 aE as 
12 2.2 1.0 2.6 1.5 =e ds sf uh 
13 0.8 0.2 0.0 0.0 at = Sirhe amg “9 
14 0.8 0.3 1.0 0.5 a aE 
15 0.3 0.3 0.4 0.1 — ore 
16 1.3 1.0 1.5 1.1 al + \ ; 
17 6.4 0.0 0.4 0.0 we oh: ) 
18 0.3 0.2 0.7 0.2 a =[. 
19 0.8 0.3 0.6 0.3 ae os 
20 0.1 0.0 0.1 0.0 = + 
Totals....37.2 29.5 41.0 32.6 


82 A POINT SCALE FOR MEASURING MENTAL ABILITY 


In School A 24 individuals were examined who fell 
within the age limits of five years seven months and six 
years six months.** The range of the scores for the 11 
boys in this group was from 33 to 50 points, the average 
being 42 points; that for the 18 girls of the group was 
from 26 to 58 points, with an average of 40 points. 

In the unfavored school there were examined, of Eng- 
lish-speaking children, 29 boys and 26 girls six years of 
age.** The range in the case of the boys was from 11 to 47 
points, and in the ease of the girls from 13 to 44 points, 
the averages being, for the boys, 29, and for the girls, 30 
points. 

From the individual records (table 4) it appears that 
all save one of the six-year-old boys in the unfavored 
group are below the average for the boys of the same age 
in the favored group, while of the girls only two in the 
unfavored group are above the average for the favored. 

From the results obtained in these two schools it is 
necessary to conclude that conditions which are in part 
describable as sociological are correlated with differences 
in intellectual performance, which may amount to as 
much as 30 per cent. of the total. In view of this fact, 
which our results amply demonstrate, it is obviously un- 
fair to judge by the same norm of intelligence two chil- 
dren, the one of whom comes from an excellent home and 
neighborhood, the other from a medium to poor home and 
neighborhood. 

The practical significance of this conclusion becomes 
apparent the moment one considers the varied uses of 
methods of measuring mental ability in schools, clinics, 
hospitals, and other institutions, for it is perfectly evi- 
dent that the ordinary examiner would tend to expect too 
much of the unfavored individual, and would, conse- 
quently, in the majority of cases, over-estimate the de- 
gree of mental deficiency, in case such existed. 


“The data for all of these appear in tables 14 and 16. 
“Vor data see tables 4 and 12. 


SIGNIFICANCE OF SOCIOLOGICAL AND RACIAL STATUS 83 


To the norms which we have already presented in 
Chapter 5 we might, then, add an additional series by esti- 
mating the superiority of the favored individual over the 
unfavored as 20 per cent. This percentage is doubtless 
too low for middle childhood and it is probably too high 
for early adolescence. However, the reader should be 
reminded that all of the norms based upon the results 
from School B are strictly applicable only to children of 
medium to poor conditions of life. If results for favored 
individuals are to be evaluated, the norms for the unfa- 
vored groups should be increased by from 10 to 20 per 
cent., according to age. 


RactaL DIFFERENCES 


Some of the examiners, during the course of the exami- 
nations in School B, were impressed by certain apparently 
constant differences in the performances of the Irish and 
the Hebrews, the indication being that the Hebrews did 
markedly better in their examinations than did the Irish. 

In order to measure the reliability of this suspicion we 
have selected a group of 45 Irish pupils, both males and 
females, ranging in age from four years ten months to 
fifteen years ten months, and a similar group of 45 He- 
brew pupils, whose ages range from four years eleven 
months to sixteen years. 

The method by which these groups were constituted is 
the following. Since the Irish pupils were most numer- 
ous, we selected, first, 45 Hebrews, and in the table which 
is here reproduced as table 19 recorded the sex, age, num- 
ber of points scored in each test and the total score. We 
then selected for each individual in the Hebrew group 
an Irish pupil of the same sex and of, as nearly as pos- 
sible, the same age. In only a few cases is the age differ- 
ence greater than one month, while the average age for 
each group is nine years and two months. 

Table 20 presents for the Irish group precisely the same 
results as are given in table 19 for the Hebrews. 


MENTAL ABILITY 


MEASURING 


SCALE FOR 


A. POINT 


D 


TABLE 19. 
POINT SCALE RESULTS FOR A GROUP OF FORTY-FIVE HEBREW PUPILS. 


-_-_————_— 


r oo 
S210 2 DO t= LO HOO 89 So HOD CO MND HH te He SO OO 1IDD1IDRWIRAMN 0019 i 


ES es er [aaa = —7 

PPP TPT PEEP PPP PEE EEE Peat dd bie Let [ammo | orca nels 
OO EAE Ca AL Nii MME IN eae PLIST Shee Oe SOIL SO ai 8 i ST AR RE ee i 8 A 
19 

LP) Lt baa] |] ba la | mdm | | [or | ones | mo aommmnncconle 
ee | 

PETE tti lat i lad | lara] | [ad | wane | ennai wHmasela 
| el hets MS Set CA Lapel Vet TeIOk WER desictty, [> leek es ries oaeyeneeecenacnle 
lLlolang | [alam lon|ra|aonm|] |maummammannnmanm |ammnmmanela 
© GARCIA CHRD GR SLOP pak BE a cae ee hie 
PITTI TPP bila til d bia la bardaee | mH ae aom nd aoccinc ices la 
Fey Lo eee Seren rs a 

Inet llant|all lal l lalaan |lanannnnnnanananaANnAAnHaAaalSa 
“<y ie ek me) 

PLETE tot ld bbb db dd bea dL | peveves | | eecreg | cn | oa dt ele 
a a I es oe Re a ON 
= 

J Loo fou [od | ee | Paes | erat cp ct ct ee at cg ct 00 0 aH NT 09 09 00 SHH HH SH HCO CEE 0 HOO 
oe 
LL 1 PL etegen | tee | ett | ttt ttt at tt tt ttt tt at at ttt ett 103 
BEA Se eR, Sa aise a ee eee a sees eS 
A | | | ee | PH HAIN EO ON HOOD HH HOO ODIO IBID IN HOINWOINWOOWODWDOO OF 
SS ee eS hr RS ee ROR YL a SE a ee ee —> 


| Papas land [a [ | a | ANN MHMNANN HH HOON Hoe HO 


eS nS a SCONE “Ke 


OD OPO “SH OD HSH OH ed HH OU OD | OD CNY OVD “SH GYD OD “SH SH OD 01D CVD “SH OSH eH eH GYD SH eH cH HH eH 01D HH eH eH OD OD eH eH eH OD 


Noa acs cas | cago | rere cred ed sa AI aDedadedadadaded ener Eran od edar ar aD ar aDEr od eDeDeseDED 


ee nies 


td OO ND SH ed SHON HH OT cH | SSAC SH OS SEL GND SHEL SH eH eH EC SH OH LO SH KH SH O00 1 10 BP 00 10 1D BH 191 IN 


me | PAN AN HOON OI Ht Pi | Td et HOD OS ND et SET 9 OD ND HET 9 01D 01 HN HO OY HOOD SH eH eH eH eh Ht tH 


eee 


OO NT OD SD NNT et HYD HH ED HH OVD 03 OVD OVD SHEOYD OV OD) LED SN SH SHED HH LOS HD Od SH eH 10 10 HI 1 


OD 6 FE OOD 1D DDD OOOH SOOO MNOS OPH OO VOR DH OUOUR ORES 


SSS ss se eH HS cH SH SH CH SH SH OH RH cH eH eH OH OH eH eH cH cH eH eH CD 


N 
~ 
Evy 
N 
a 
TED md MD dD rd rd OD dd OD dr rd OD dD NY rt 9 OD OD at rd 9 9 CD OD OD OD DD OD OD AI OD OD GD CD OD OD OD OD | 
~ 
oO 
i) 
a a) 


ia Conn on or S 
TASS 00 A 69 09 19 6 AH PHD OE HOS OL ROHAN ONO AOS 
HID LD ID OLD DOGOOSL NEEL KKEKDHHMDOHOABABDSD dS HHH HANNAH HS 
Sc re en ee ee ee eB oe De Oh oe ee 


9-2 


Spey SS i Gays! pel SS i ea St SS its st 
mN al 
rir 


ai SIA Noor ks 


| Av’r’gs | 


85 


STATUS 


SOCIOLOGICAL AND RACIAL 


SIGNIFICANCE OF 


20. 


TABLE 
POINT SCALE RESULTS FOR A GROUP OF FORTY-FIVE IRISH PUPILS. 


| 


SHON MMRONNOHRNONE 
MII AISI OS AI NI OS Oo SH SO SH 


44 
44 
69 
43 


| Total| 


Pel el Tot Polat e t- 11 1 eal ance Lh bee [Tees aa coeliaw ents co ose rca 


[PLE Pe PPLE Led Lead Ler bad [ot [eo | reneacscnca | caren ses oD <H 


| 18 | ai) | 20 | Score 


Plait tia <1 Ll tl lla dl] | daaa |] lado nan | adm nnmnmn a tis 


PETE PT ED EEE TE EE LETT bea bees LL 1 | [etrtcast ee nicen aco weow 


a 


| 1.3] 1.4 


—. ——— ——s 


© cam ceed (al hee ossscoan Cito castes ates teas ohn oes RUG comarco | oases | oon 


hes: FETE TELE TELL TT Loves | | | tevrieace | rirics | cveoreneniars | <n | costwenee~ 


= laa [ll ll |) daa lan | anand | ANNAN NN HHA N NAAN 


31 SEM) ALA g ple letel lel alba phlesl sacbotel «I obadm SH HOY U. H  H  O  t 


s [1 1 1 eves | cvears | teas corteowte | sea we ea won ON Ned wat co aI Ia aN WE EIB 


a [Pee LLL Ptetten | ester | ttt tt a a a 


| 3 


S AF ees ore fiat acted res vy nas ae nl ics ce el ae ey 


> |] lan la la | ANN NN HHA HANNON AOD HAO HH OU ON HH HOD HO OO 


i) Todd NT HD rt 9 OD OD HH ET 9 HE HE HH HOD SH HH CH HOH O19 HOH cH OH ND HH OH cH HH eH cH 


rm jones | cot | rea Hem en aa an od on on 29 09 09 OD ED OD OD OD ODED ODED ODED OD ODED ED ED EDEDED ADEN ENDED ED ENED 


a SN SH SH OO 1D S19 BD SH OH SH eH oH OVD HH CVD HCO LOD LO XH SH XH LO <H CO SH SH CH OD <H OO SH OO SH SH I~ OO CO 10 1010 


ite) TN dd yh ON OT NT HOD HH OD 0D 9 OD rd St SH EOD O19 OD SH SH OT SH SH OD SH OD NI HOD HO =H 


~ CD OM md td rd ry Dy OD NT rt OD OD OD NT GYD rd OD CVD CFD OD GYD CD OD at GYD CD OVD CD CVD CVD GYD GYD CFD OD OVD OD OD OD OD 


oO OD CD red CD SND NY ND SH OVD CD LD SH SH NT 01D HYD 01D CP CNT LOD OD SH SH OVD CH LO LO SH OD HOH LO YD 1 SH LOH 09 LO SH HOD 10 0D 


N HSS SO BD 61D 19 OD OOOO OOOH OOOO 1D OL DOE CO IDOOWO OO DOORRRE DOE 


1 ne Set SE On SH SH SHH se SHH SH eH nH sc sc HH eH mH cH ND HH cH CH EO eH OCH CD eH oH CH HOD <H OO HH <H <H tH 


o 

oN ' i ' ‘ 1 i ' i ' ' ' 1 1 1 ' ' 1 ' ' i 

<4 LO 109 19 19 1 OOO OW PW DH PH PH HH DODD DDOMRAMOARDOOCOOND To NAIA 4 O90 OD SH HL 
< nnn Ls Pe ON SR ER LI I ct a 


. reat 
Ee | Peake er ALN: a be, ON oe ay NE Re, oe ee eet ee! ee eee Ne. pe ge ake oie Re, ad iale ak tet Moe 


9-2 


52.5 | 


1.8| 1.4/1 


[ 1.5} 1.3) 1.3| 


| 3.7| 3 


| 41] 6.3] 3.5] 2.4] 25] 4.8] 2.8] 3.4] 2 


TABLE 21. 


W AND IRISH GROUPS. 


= 
My 


RAGES BY TESTS FOR HEBRI 


= 
MA 


AVI 


General 


Test. 
Hebrew 
oO oe ee 


S6 A POINT SCALE FOR MEASURING MENTAL ABILITY 


The average scores for the two racial groups are almost 
identical. This, of course, does not prove that there are 
no important differences in the mental functions which are 
measured by the Point Seale, for the one race might be 
distinctly superior to the other in certain respects while 
being inferior in other respects. It is therefore neces- 
sary to compare the average scores made by the two 
racial groups in each of the twenty tests. Such compari- 
son is rendered easy by the arrangement of data in table 
21, from which it appears that in tests three, five, eight, 
eleven, thirteen, eighteen, and nineteen the Hebrews do 
somewhat better than the Irish. With one or two excep- 
tions, the differences are slight, and we do not find in the 
data furnished by these two racial groups the least justi- 
fication for insistence that Irish and Hebrew pupils can- 
not be fairly judged by the same norms. 

We are inclined to suspect that, although our general 
averages do not indicate the intellectual superiority of 
either race over the other, the application of the point 
scale method to larger and more satisfactorily compar- 
able groups of Irish and Hebrew children will reveal im- 
portant differences in mental capacity. In this connec- 
tion it is important to state that, whereas the Irish wholly 
escaped language difficulties, many of the Hebrews were 
of foreign parentage, and, although they had used Hne- 
lish all their lives, had heard in their homes one or more 
other languages. It is therefore probable that the lan. 
guage difficulty is important, and possibly somewhat 
lowers their average score. 

For the selection of these racial groups and the con- 
struction of tables we wish to make acknowledgment here 
to Mr, H. B. Dine, who is at present examining groups of 
Irish and Hebrew children with a view to accumulating 
more abundant and satisfactory data for comparison of 
the two races psychologically. 


SIGNIFICANCE OF SOCIOLOGICAL AND RACIAL STATUS 87 


It has been impossible for us to make profitable com- 
parisons of other racial groups in School B, and we are 
therefore forced to content ourselves with the use of 
norms based upon language differences alone. fF ortu- 
nately, it is extremely improbable that serious injustice 
should be done any individual by the neglect of racial 
characteristics, for one of the great and obvious advan- 
tages of the Point Seale is that many aspects of mental 
ability, or, more properly, many mental functions, are 
measured, and the total score, therefore, represents a 
varied group of mental measurements. 

In the light of our experience with both normal and 
pathological individuals, we are fully convinced of the 
practical importance of comparativé studies in racial or 
ethnic psychology. Our city schools as well as our insti- 
tutions for the criminalistic and the mentally defective or 
diseased contain individuals of all races and of the most 
varied heredity and sociological status. It becomes per- 
fectly clear to one in-such an institution as the Psycho- 
pathic Hospital that only through familarity with the 
nature and degree of mental ability which is characteris- 
tic of the sexes, of various ages, races, inheritances, en- 
vironments, and so on, can the examiner understand and 
fairly evaluate an individual’s performance in a mental 
examination. Upon such understanding and fair evalua- 
tion of results must depend the practical value of our 
examinations. | 

It is today a matter of common opinion and report that 
the child’s mentality may be measured by almost anyone 
who chooses to devote a few days to the study of the Binet 
Seale and to practice in applying it. We are inclined to 
think that this opinion is an incorrect and unfortunate 
one, and that satisfactory mental examination of either 
the normal or the pathological individual demands thor- 
ough tramimg and extensive experience. A very few days 


88 A POINT SCALE FOR MEASURING MENTAL ABILITY 


of application to the task should, it is true, enable any in- 
telligent person to apply the Point Seale or the Binet 
Scale satisfactorily. But obtaining a reliable record for 
the individual examined is a different matter from safely 
interpreting that record so that the resulting description 
of the individual may serve as a satistactory Rae for 
diagnosis, advice, or specific treatment. 


CHAPTER 7 


‘THE LIMITS OF APPLICABILITY OF THE SCALE: 
CHILD AND ADULT 


The Point Seale as originally planned was intended for 
the examining of children. We had no thought, in con- 
nection with either the selection or arrangement of tests, 
of applying the Seale to adolescents or adults. But in as 
much as adolescents as well as children appeared in 
School B, we decided to determine the upper limit of ap- 
pheability by examining all of the pupils instead of re- 
stricting our work to those not more than twelve years of 
age. 

Having discovered by the use of the Scale in School B 
that it is applicable beyond the range for which it was 
originally intended, we proceeded to supplement our in- 
vestigation of limits by examining adults, and we are now 
in a position to state definitely the limits of usefulness 
of this particular Seale. 

From our experience in the examining of very young 
children we feel justified in stating that below the-age of 
three years seven months our present Seale is of little 
value. From that age to twelve it seems to us highly serv- 
iceable, although its value necessarily depends upon the 
reliability of the norms at hand. And beyond the age of 
twelve, as we shall now show, while it is applicable, the 
results are decidedly less satisfactory than those for 
children. 

We propose, now, to present the results of examina- 
tions of adults. For most of these data we are indebted 
to Mr. J. A. Bell and Mr. D. G. Nutter. In all, 76 adults 
(grammar-school pupils are not included) were examined. 
Of these only 9 were females. The general average for 
adults was 91 points, and their average age, which ranged 
from seventeen to forty-three years, was twenty-five 
years. 

89 


90 A POINT SCALE FOR MEASURING MENTAL ABILITY 


The first group to be considered is constituted by 20 
men, ranging in age from seventeen to twenty-seven 
years, all of whom are mill operatives. No one of these 
individuals had better than a grammar-school education, . 
and few of them had completed the work in grammar 
school. The detailed results for this group are given in 
table 22, from which it appears that the average age is 
20.9 years, the average score 88.3 points, and the scores 
for the several tests between 1.9 and 8.4 points. 

We have every reason to suppose that this group of in- 
dividuals is, except for the age difference, fairly com- 
parable with a group of 25 English-speaking boys from 
School B. Now, it appears from table 12 (page 73) that 
the fourteen-year-old boys of the school, numbering 23, 
attained an average score of 82 points, while the 10 boys 
fifteen years of age attained an average of 86 points. 
From these figures, in comparison with the average score 
made by the mill operatives, it seems fair to say that the 
boy of fourteen years, of Knglish-speaking parentage, of 
grammar-school education, with from medium to poor 


TABLE 22. 


POINT SCALE RESULTS FOR TWENTY-FIVE ADULT MILL OPERATIVES. 


No. |: Age. | 91.2 35:4) 6° 60 7 BS OC sa 16 Pie 18949" eure. 
1 1 8. 4°"3 3) 4, BO 8 a Os Oe A eo eee Gas 86 
2 17 9 OR 1 ide 8 28 Ne eGn as See ee oe) a ee te oer 86 
3 17 9 (65.5) 8 4 58 00 98 4 GALS ek ee ee eee One Lee 97 
4 18 9 94 408 4 018 3S SA 6e eS) eee ee ee eee 89 
5 18 9° AL BuS8 4) 8 4 EO Ra eS. ee Lae oe oe 82 
6 18 9 IGAD 8) EBD) ph OOF ae 0 Aad eon 8 LON, Omar ae 93 
7 18 8) 6 ob 82. 4.0U SE ia Agneta eee ek OW ae 88 
8 18 Cords 3) 8) 2b ee eo es GO Or ee nb 8 1G, po cee 81 
9 19 Y '6 3.03 -4 obo Sd -o CAO Gee bos ee ee SO one eens 87 
10 19 6608S 3S Ga OOS Sa oe Gs ES ts ee a Ole, Oe 92 

11 19 ya sales ee Yee a ee a ee a a ed 92 
12 20 9.6232 8) 48S 9k SAG ASO ae eo 220" hae OG Seen 95 
13 21 9.4. 4.68 e436 8 * 4004 26 CAS 8 od Zeb @ Lede 2 Ores 80 
14 21 9.428 be 6 SS ATS OMAP Soe ae tk Ae 3 Se Oe aes 84 

15 21 $4) °°3 43. 2 42D Bead Ge 44 ed gk eB a8". Bold on 2 eG 79 
16 22 9) 49 S073 124598 35 Ae Aare 4h oS Ogee eee 93 
17 22 994) 5; 2854, eins eee Ae Or ee Sed eed 62a 92 

18 23 975675 60 4S fo a a Oe ee Se) eee oy A Oe Oe 96 
19 23 9) G6. Wish wes PS BIS 24 ek 4 eee a, 8D So Om ees meno 100 

20 24 G 4.3 Sere 88 O44 eb 4 Ga 2 oe Le eee 86 

21 24 9.4 3.538 9406 834 (4 5eb A 8 lie Ae Re eae eee 83 

22 25 i “Ag3" (Sara 4 Sede Oe Ores 6 4 ee 2 0 ete Ome 60 

23 25 9 6,5 3. ph. 28-03 1 eG de 8 2S ord Os ee 94 
24 27 9. 6 BSP sa 8S aaa 8 Se 8 ae, 3b oa Gee ee 98 
25 27 §..4 54°83 4.8 3P4ARSsb LAs 4 2.56 78 eb ae 95 

Averages 20.9 8.4 4.9 4.- 2.9 3.9 6.8 3.0 3.9 4.- 6.0 4.0 7.4 3.5 1.9 4.5 2.2 4.4 4.2 2.7 5.8 88.3 


LIMITS OF APPLICABILITY OF THE SCALE 91 


environment, has not quite attained the maximum of men- 
tal ability as measured by the Point Scale. The indica- 
tions are, however, that very slight increase in score 
occurs after the age of fifteen, and probably none after 
the age of sixteen. If, then, the Point Scale is to be 
applied to adults, individuals of sixteen years or more 
should be classed as adults. 

In all probability the group of mill operatives differs 
slightly, if at all, in educational status from the thirteen,- 
fourteen- and fifteen-year-old pupils of grammar School 
B. If this is true, it is clear that the average point scale 
scores for the three upper age groups in the school as con- 
trasted with that for the mill operatives indicate a some- 
what lower level of mental ability in the school groups. 
In the light of the data, we might reasonably expect the 
pupils to increase somewhat in mental ability. We espe- 
cially direct attention to this contrast because of the 
significance of the relation of educational status to the 
results of point-scale examinations, which must now be 
considered. 


HpucATIONAL Status AND Point Scaue RESULTS 


‘The materials for our discussion of this subject are 
presented, in part, in tables 22 to 24. 

Table 23 contains the detailed data for a group of 25 
students in the Boston Young Men’s Christian Associa- 
tion. Hach of these individuals has a partial or complete 
high-school education, and several of them are college 
graduates. The fact that they were taking evening 
courses in the Y. M. C. A. indicates exceptional energy 
and ambition. As contrasted with the mill operatives, the 
students constitute a selected group, of which it is fair to 
say that the members are above the average in intelli- 
gence as well as in education and opportunity. 

As may be seen from table 23, the age of the students 
ranged from eighteen to forty-three years, with an aver- 
age of twenty-six years. The average score for the 


ABILITY 


MENTAL 


MEASURING 


SCALE FOR 


A POINT 


9 
_ 


TABLE 
POINT SCALE RESULTS FOR TWENTY-FIVE ADULT MALE STUDENTS. 


Score. 


§ 9 10 11 12 18 14 15 16 17 18 19 20 


§ 


6 


94 
95 
93 
99 
94 
86 
87 
99 
83 
94 
93 
100 
98 
98 
98 
96 
96 
93 
96 
100 
97 
90 
89 
98 
99 


COWCUOUWOWOOWOSCHOOHOOYOWOONSHOMOMOOO 
So SN SS HED ON ne eH eH cH eH eH OO eH 
1D 10 1D 4 HO OD HOO COIN IN COIN LD IN WOINDWLO 
HOW WWM MOINDWOWOWOWWO WO WWOWOMM HOWL 
OD SYD SOD SOD OD OY SOD S OD 09 09 09 DO 09 09 0 © OD OD OD OD 
LED LED LED LD ECD GYD LO AD 1D AD BD LD AD AD LOD SHLD LOD SHLD LD OD HL 
NAUNNNATNANANNNNNNNNNNNNNANANNS 
SSS ss cst set cH eH eH eH eH eH cH HOH 
CHAD WMNDHWDWDWMWDNDNNDNNDDNDMODNNNDNDNNOWODO 
WCWCOCCOMOUV ONY COO WOUWYWHOWUOWHOOS 
SSS SSS HYD SHH eH cH eH eH eH eH cH cH! 
SHS SHH GYD nc se esc eH nH eH eH cH 01D) eH cH eH eH eH cH cH 
OD OD CVD GD CVD GYD SYD GYD GYD CD OVD GYD ED OD EVD GYD GYD CVD CVD CFD CD CD CY OD OD 
©0 = 00 00 00 00 00 00 60 b= £0 00 60 00 P= 60 00 00 60 00 00 00 60 60 b= 
SSRs see cH cH cH eH cH cH cH cH cH cv 
CWO ON ODOM HCD MAN MN ODED OD ODED OD ODO NN Ho OD 
LED BED LED AD LD ASD LD AD LD LD LD AOD LD LO OD LOD LD LO OD 19 19 1 19 1 LO 
Oomomwmowomtwowmwowowvwonmtowwrcwowmowors 


P= HOH ND AD DD AIAAARAIRVARWOARWARAAIN 


21019 WOM S O92 OL DOD 
NEN NAA A 89 OD 69 OD OD <H 


10 | 
11 
12 
13 
14 
15 
16 
17 
18 
19 
20 


TAN OD HILO OP COS 


94.6 


8.6 5.7 4.9 2.7 4.0 7.7 3.0 3.9 4.- 5.9 4.0 8.- 4.0 2.0 4.7 2.2 5.7 5.0 3.2 5.5 


Averages 26.1 


TABLE 24. 


Averages for Mill Operatives and Students in the Twenty Tests of the Scale. 
Operatives. 
8.4 


Students. 
8.6 


~ 
BAN wtinocroan 


BE 


1A 1LAMAWON Loom nuons 


4.2 


General average......... 


Convenient comparison of the general 


group, of 94.6 points, is contrasted with 88.3 for the 


mill operatives. 


LIMITS OF APPLICABILITY OF THE SCALE 93 


averages as well as of the averages by tests is made pos- 
sible by table 24. 

In comparing the results of tables 22 and 23, it 1s im- 
possible to determine the relative importance of selection 
and edueation. The students rank 6.3 points above the 
mill workers; but in view of the considerations stated 
above, it seems extremely improbable that this supe- 
riority is in any considerable measure due to higher edu- 
eation. It is our opinion that the difference in point-scale 
measurement of these two groups is due more largely to 
the superior endowment of the students than to their 
higher training. 

Aside from eases of deficiency and mental derangement, 
the Point Seale has thus far been applied to approximately 
100 individuals of fifteen years and upward. The re- 
sultant scores range from 55 to 100 points. There can; 
of course, be no doubt that the pupil who, at the age of 
fifteen, scored only 55 points may safely be classed as a 
defective. But by reason of our method of including all 
results in our averages, this exceptionally low score ap- 
pears in the fifteen-year-old group for girls. With this 
single exception, the lowest score recorded for the hun- 
dred individuals above mentioned is 60 points, which was 
attained by individual. number 22, table 22. Of this man 
it may be said that if he is not mentally defective or psy- 
chopathie, he is at least much inferior to the men with 
whom he is associated, and we should have no hesitation 
in singling him out as worthy of special mental examina- 
tion. The next lowest score, 79 points, appears once in 
the group of mill operatives and once in the fifteen-year 
school group. 

All of the data presented thus far, and the special 
measurements which have been discussed, indicate that 
the adult, or, more exactly, the individual sixteen years 
or more in age, who attains a score of less than 75 points 
is so far below the average for his group as to be seriously 
handicapped by his intellectual characteristics. We 
should expect of the normal adult a score ranging be- 


94 A POINT SCALE FOR MEASURING MENTAL ABILITY 


tween 75 and 100 points, and in the event of a record 
of less than 85 points, it is important to consider the 
possible significance of language difficulties, timidity, bad 
physical condition, and so on. 

It is our conviction that the present Point Scale is 
much more safely serviceable for the examination of 
adolescents and adults than is the Binet-Simon Scale. 
We do not especially recommend the Point Scale in its 
present form for use with adults, but still less should we 
be able, in the light of our results in the Psychopathic 
Hospital, to recommend the older scale. Indeed, we feel 
bound to say that the Binet Scale has proved worse than 
useless in a very large number of cases. The Point Scale, 
by contrast, has yielded fairly reliable results. Definite 
data concerning the reliability of results in comparison 
with those of the Binet-Simon Scale are presented in the 
next chapter. 

No attempt has been made to indicate sex differences 
in our point-seale results with adults, because the number 
of females examined is too small to yield a reliable aver- 
age, and further, because the 9 individuals in the group 
were selected by examiners in such wise that they repre- 
sent the highly favored as well as highly educated por- 
tion of the community. As it happens, the average score 
for this group of 9 women is 94.2, as compared with 94.6 
for the group of 25 students. Both are selected groups, 
and there can be little doubt that random groups of 100 
men or women would yield an average score of 5 to 10 
per cent. less. 

If we were required to propose a norm for the adult, 
we should say that the normal individual of average en- 
vironment and educational opportunity and of Einglish- 
speaking parentage should attain a score of from 85 to 90 
points. In the application of the Scale to adults, language 
difficulties, racial differences, and sociological influences 
may be allowed for, so far as this report is concerned, 
only on the basis of the norms derived from the examina- 
tions in the grammar schools. : 


CHAPTER 8 


RELIABILITY OF RESULTS: COMPARISON WITH 
BINET-SIMON RESULTS 


Two groups of data are at hand which may serve as 
indications of the value and reliability of point-scale 
measurements. These are, first, the results for 100 indi- 
viduals who were examined both by the Point Scale and 
by the Binet-Simon Scale, and second, the results for a 
few individuals who were accidentally re-examined by 
the Point Seale after short intervals by different ex- 
aminers. 

We shall consider, first, the cases which were examined 
by both methods. Our regular procedure was to give 
first the point-scale examination and to give then such 
additional Binet-Simon tests as were needed to complete 
the latter examination. Thus we escaped the risk of hav- 
ing the child profit by the repetition of similar or identical 
tests. It is probable that the Binet ratings are slightly 
higher because of our method than they would have been 
had the Binet Seale been applied first and followed by the 
Point Seale. In order to render the data readily com- 
parable, it has been necessary to express all ages in years 
and tenths instead of years and months. 

In the Binet examination the year for which all tests 
would be passed was determined and the ‘‘advance’’ tests 
up to those for the adult were then given. One-fifth year 
was allowed for each ‘‘advance”’ test passed. 

Table 25 contains the data for 100 cases which were ex- 
amined by both methods. Of these, all but 10 were, so far 
as we may say with certainty, mentally normal. The indi- 
viduals have been arranged in this table in order of in- 
creasing age, and, as appears, the age limits are 4.2 and 

95 


Status 
differ - 
ence. 


ABILITY 
Point 
Seale 

status. 


MENTAL 


Point 
Seale 
age. 


MEASURING 
TABLE 25. 
Point 
Scale 
score. 


Results for One Hundred Individuals Examined by the Point Scale and the 
Binet-Simon Scale. 


FOR 
Binet 
status. 


SCALE 


Binet 
age. 


A POINT 


’ Age. 


) 
no. 


( 
Case 


a OR a wh. OMe) ON oe one We hate ay GP nw a alee! et a ee ee Let Me, ee SA ne Wie Ohi Oi) te wh als a Seve renee Tcl ie es en Taal ngs 


= ~ 
eagle NR RRM Mabe ar Boo) ie Hc Vac Re Nar eel cS ep Gad eset poy Rang Re barge oa 2» 3G SO 


Dc Nene Rte a Ol et ee Meee SY te RS 6 URS eae em enna Ree TOE OS! a Mei i OR MI ROR Or ee og eS Sy ee OTe cet Tec” a Cueme OD: Dei cr a Maier ie 


ac) 


Se ca ee ME ee, OLN. SAN OLY OG eh eee oly Sieh VOR, eek feria) ee ee Oi ae 8 wee ae ae Se, ON 1y es 5 ORT PUN Glee eEehia annie = isc aah ss Dames Tie a wil Ce Ot mn cek en 


eek, er eee 0 Sos tS as hee Seana Uae int tae enn heer eet etinet (nee Oy Siar Sulacat eae ya ie TN J A Set a Se I eet Cae Pt Same sh oe hie ee a a ma me ey OS tar Tye Oe a 


FHP EL FAH FAH EH A+++ ttt tt ttt | te 4 4-t4+-+ 


OHMONHMONNDANSCHAHANDADNDDTANOANNOOMDOONOCSMADOSDODADNMDOMHOMOWOOOON 


SS ek, ey So) LOY 6 Ue Olea Oh pe Fee lel ee Bi ie). Old: ws ©) lar BRP nOle Ol) 5 6M 5Ouepee yh OOS ak eee Us ee Oa oe 6 een cw Se 


NO HIQeS SCRE ASOT OSOANNMMMHOOCMEAAAAOSCOSHAANMMDAMAMOWMOMOCMmMmEmrAAAAANSY 


AW Se Ch Gat Gia) ar eet ers i et ae nk el a ees as ae en ee eel ae | ee Sede MR Rte eM) OO Sh fot) CS Cy a ROO. SET DS SN Sar a 


RELIABILITY OF RESULTS ae. 


TABLE 25—Continued. 


Results for One Hundred Individuals Examined by the Point Scale and the 
Binet-Simon Scale. 


Point Point Point Status 


Case Binet Binet Scale Scale Scale differ - 
no. Age. age. status. score. age. status. ence. 
25 7.3 7.6 + 3 41 8.0 + .7 A 
56 7.3 7.4 + 1 at 7.4 + 1 0 
58 7.4 8.4 + 1.0 40 7.8 + 4 6 
62 7.4 8.2 + 8 49 8.5 + 11 BS 
93 15 7.0 — ob 35 6.8 — 7 2 
51 7.6 5.4 — 2.2 15 4.0— — 3.6-+- 1.4 
48 7.7 8.4 + 7 42 8.1 + 4 o 
65 et 8.4 + .7 40 7.8 + 1 6 
70 7.8 6.6 — 1.2 21 4.8 — 3.0 1.8 

6 7.8 8.6 + 8 48 8.4 + 6 2 
4 7.8 9.4 + 1.6 50 8.6 + 8 8 
5 7.9 8.8 + 9 48 8.4 + 5 A 

36 7.9 6.8 —11 28 5.8 — 2.1 1.0 
90 8.0 7.0 — 1.0 33 6.6 — 1.4 A 
27 8.2 9.4 + 1.2 57 9.2 + 1.0 Zn 
26 8.4 10.0 + 1.6 57 9.2 + 8 8 
19 8.5 9.0 + 39 7.6 — 9 5 | 
73 8.5 8.6 + 1 44 8.2 — 2 A 

8 8.6 9.2 + 6 51 8.6 0 6 
61 | ay + 2.1 fd 12.0 + 2.9 8 
81 9.1 9.0 — 1 49 8.5 — 6 S 
96 9.2 9.6 + 4 56 9.1 — 1 5 
50 9.3 10.0 + 7 67 ale Pe + 1.8 Let 

1 9:5 9.6 + 1 54 8.9 a0 3 
52 10.0 9.6 — A 51 8.6 1.4 1.0 

95 10.1 6.0 — 4.1 25 5.1 — 5.0 oo 
16 10.4 8.2 2.2 40 7.8 — 2.6 A 
15 10.7 11.2 oO 71 115 + 8 o 
38 10.8 10.4 4 62 10.0 — § A 
59 10.8 10.4 A 62 10.0 — 8 A 
34 10.9 11.2 a4 76 11.9 + 1.0 yi 
12 10.9 10.0 39 58 9:3 — 1.6 ah 
75 11.0 9.2 — 1.8 45 8.2 — 2.8 1.0 
32 11.0 11.8 + 8 84 15.0+- + 4.0-+- 3.2+ 
57 11.2 7.6 3.6 42 8.4 — 2.8 8 
99 12.3 10.8 — 1.5 69 iba! — 1.2 oe 
84 12.9 11.4 1.5 83 15.0+- + 21+ 3.6 
14 13.2 11.0 — 2.2 79 13.0 — 2 2.0 
63 132 11.0 — 2.2 ai L1s5. — 1.7 5 
85 13.5 9.8 — 3.7 68 13.0 — 5 3.2 
28 fis 11.4 — 2.3 15 11.8 — 19 A 
100 13.9 12.2 — 1.7 89 18.4 + 4.5 6.2 
67 14.0 11.6 — 2.4 84 15.0+- + 1.0+- 3.4 
98 14.1 11.4 — 2.7 75 11.9 — 2.2 5 
64 14.2 11.6 — 2.6 76 11.9 — 2.3 o 
91 14.4 11.2 — 3.2 76 11.9 — 2,5 Ee 
45 14.9 11.0 — 3.9 85 15.0-++ + 1+ 4.0 
92 16.2 12.0 — 4.2 84 16.4 + 2 4.4 
97 16.7 11.2 — 5.5 ca yi — 5.0 oO 
89 22.0 9.4 —12.6 45 8.3 —13.7 ek 


98 A POINT SCALE FOR MBASURING MENTAL ABILITY 


22 years. For convenience of reference to our original 
records each individual is numbered, in the first column 
of the table. In the remaining columns appear in order 
the Binet age; the Binet status, by which we mean the 
amount by which the Binet age differs from the chrono- 
logical age; the point-scale score; the point-scale age, as 
indicated by comparison of the score attained with the 
norm for the group in which the individual belongs; the 
point-seale status, and, finally, the difference between 
the Binet status and the point-scale status. 

Survey of the column (table 25) which presents the 


Binet status reveals the fact that beyond the chronological 


age of ten years only_3 individuals are, by the Binet ex- 
amination, rated as above age. The amounts of deficiency 
in intellectual capacity expressed in years range from .4 
to 12.6. By contrast, according to the point-scale findings, 
there are among the individuals ten years or older in 
table 25, 8 who are above age. ‘These data indicate, we 
believe, that the Binet-Simon findings for individuals of 
_ ten years or more are unreliable. 

An examination of the last column of table 25 shows 
that in 3 out of 100 cases the two scales yielded precisely 
the same result, while in 16 additional cases their results 
differed by not more than two-tenths of a year. The aver- 
age difference for the total group is .92 year. 

In view of the often demonstrated and patent fact that 
the Binet-Simon Scale is relatively unreliable for indi- 
viduals under six or over ten years of age, it is important 
that we should analyze the data of table 25 in order to 
make comparison of the Binet and point scale results for 
the three age groups: (1) 4.2-5.5 years; (2) 5.6-9.5 years; 
(3) 9.6-22 years. The chief data for these groups appear 
in table 26. The average difference in the results for the 
first age group, that is, those children under 5.6 years of 
age—there are 20 included in the table—is .88 years. For 
the next group, consisting of 54 individuals, it is .62 years. 
And for the third group, 26 individuals, it is 1.57 years. 


—— +. 


RELIABILITY OF RESULTS 99 


An important difference in the Binet status as com- 
pared with the point-scale status appears when the signs 
are taken into account in connection with the results of 
eolumns four and seven. For the Binet status, the amount 
of ‘‘advance’’ exceeds that of ‘‘retardation’’ by .62. 
Whereas, for the point-scale status, it exceeds it by .12. 
These figures indicate precisely what might be expected, 
namely, that on the whole the Binet Scale tends to credit 
the individual with an intellectual status above what is 
supposed to be appropriate to his actual age, and that the 
positive and negative results of point-scale examinations 
approximately balance one another. This seems to us 
important in connection with problems of standardiza- 
tion. 

In table 26 we have classified the 100 doubly-examined 
individuals, first, according to the method of examina- 
tion; second, according to age, using the three age groups 


TABLE 26. 


Data for One Hundred Individuals (Table 25) Examined by Both the Point 
Scale and the Binet-Simon. 


Average departure 


Number of subjects from age 

Age group. Advanced. Normal. Retarded. Positive. Negative. 

{4.2— 5.5 15 i 4 uiek hl 0.6 
Binet Scale { 5.6— 9.5 45 0 9 0.9 0.8 

| 9.5—22 3 0 23 0.5 2.9 

(4.2— 5.4 6 0 14 1.2 0.6 
Point Scale { 5.6— 9.5 33 1 20 0.9 ala 

| 9.6—22 8 0 18 uy 2.7 


described above, and, finally, according to mental status. 
The latter categories are designated in the table as ‘‘ad- 
vanced,’’ ‘‘normal,’’ and ‘‘retarded.’’ Markedly different 
distribution for these categories is yielded by the two sets 
of measurements. Thus, according to the Binet results, 
15 of the 20 children under 5.6 years are in advance of 
their age. Whereas, according to the point-scale results, 
14 of the 20 are retarded. This may mean that the Binet 


100 A POINT SCALE FOR MEASURING MENTAL ABILITY 


tests for four, five and six years of age are too easy, or 
that the point-seale examination is too difficult for chil- 
dren under 5.6 years, or that these defects combine to 
produce a marked discrepancy. In the second age group 
a similar but less marked difference appears, the Binet 
results ranking 45 out of 54 individuals as ‘‘advanced,’’ 
while the point-scale examinations place 33 in that cate- 
gory. For the third age group the relation is reversed, 
and in contrast with 3 individuals classed as ‘‘advanced’’ 
by the Binet measurements, the Point Scale yields 8. 


These differences in distribution support the claim 
which we have already made, namely, that the Binet Scale 
is less serviceable than the Point Scale above the age of 
ten years. We believe it to be less serviceable, also, be- 
low the age of six vears, but our statistical results do not 
enable us to establish this point with equal satisfactori- 
ness. 

Table 26 further presents the average departures from 
age in both directions for the three age groups and for 
the measurements obtained by the two methods. These 
averages are strictly similar, except for the last group, 
in which the positive result is more than three times as 
great for the Point Seale as for the Binet Seale. 


Irom these statistics we may safely argue that the 
results of the Point Seale are, on the whole, more reliable 
than are those obtained with the Binet-Simon. It may 
also be pointed out that for those ages in connection 
with which Binet-Simon measurements have been found 
to agree most closely with school rank, our point-seale 
measurements differ least from the Binet results. And, 
further, that whereas the reliability of Binet-Simon find- 
ings diminishes very rapidly beyond the age of ten, there 
is no similar indication-of diminishing reliability in the 
case of the point-scale findings. 

It is, of course, probable that a few of the results of table 
Zo are highly misleading, for in the case of any pre- 
liminary mental examination, whether conducted by the 


RELIABILITY OF RESULTS 101 


Binet-Simon, the Point Seale, or another method, extreme 
timidity, unusual or unfavorable physical condition, un- 
detected distracting influences, previous information, of 
which the examiner is ignorant, and various other unsus- 
pected or undiscovered conditions may lead to wholly 
unreliable findings. 


As an illustration, we may cite a single case from the 
group of 100 individuals which we have been considering. 
Individual number 7 in the table was, by the Binet ex- 
amination, rated as 1.2 years above age, whereas by the 
point-scale measurement she was rated at 1.9 years below 
age. As it happens, the case was exceptional in that the 
point-seale examination was given by one examiner and 
the Binet examination, four months later, by another 
examiner. Under the circumstances, we should expect 
that the individual would rank higher in the Binet ex- 
amination, but the difference in findings is so great as to 
demand explanation. 


One year after the first point-scale examination, this 
individual was re-examined by a third experienced ex- 
aminer, and this time she was given first the point scale 
and then the Binet-Simon tests. Her age at the time of 
the second examination was seven years two months. 
Her point-seale score was 43 points, which, interpreted 
in the hight of the appropriate norm (for non-English- 
speaking individuals), indicates a mental age of 8.4 years. 
The Binet examination indicated precisely the same 
age, 8.4. 

The reasons for the great difference in the results of 
the initial examinations of this child are indicated by 
available information. Nervous because of the unusual- 
ness of the situation in which she was placed, hampered 
by unfamiliarity with English, and in bad bodily condi- 
tion, the child failed to do herself justice. The examiner 
definitely recalls that her physical condition impressed 
him as bad, and at the time he recorded on the examina- 


102 A POINT SCALE FOR MEASURING MENTAL ABILITY 


tion blank ‘‘ Physique bad, looks dull, and so acts. Teacher 
claims the child is bright.”’ 

It seems certain that various conditions combined to 
render our original point-scale examination of this indi- 
vidual wholly misleading, whereas the first Binet exami- 
nation, made somewhat later when examinations were a 
commonplace of school life, yielded a reliable measure- 
ment. 

It is only fair to the point-scale method to state that 
the above examinations were made at the very beginning 
of our work, when the examiners were relatively unskill- 
ful in the use of the new method, while being experienced 
in the use of the Binet-Simon Seale. 

The accidental re-examining of 4 individuals by differ- 
ent examiners has yielded results which are of interest as 
indicating the probability that two examiners will obtain 
the same measurement for a given individual. 

In table 27 may be seen the detailed results for these 
examinations and re-examinations. Fortunately, the 4 
individuals vary widely in age. A was a grammar-school 
pupil of six years; B, a pupil of six years nine months; C, 
a hospital patient of seventeen years eleven months 
(early dementia praecox), and D, a second hospital pa- 
tient (an epileptic) of twenty-one years six months. In 
the cases of A and B, re-examination was made after an 
interval of two days. In the case of C, the interval be- 
tween examinations was six months, and in the case of D 
it was one week. 

Although our data are too scant to constitute a satis- 
factory basis for generalization, we may safely say, from 
the results of table 27, that the Point Scale appears to 
stand fairly satisfactorily this kind of test of reliability. 

We have made no attempt whatever to correlate our 
point-scale measurements with the judgments of teachers 
concerning their pupils, preferring to rest our claim of 
serviceableness on the statistical data presented in this 
volume. \ 


RELIABILITY OF RESULTS 103 


TABLE 27. 


Results of Re-examination by the Point Scale of Four Individuals. 


A. B. OF D. 
Male,6yr. Female,6yr.9mo. Male,17yr.11mo. Male, 21 yr. 6 mo. 
Test. ist. 2d. 1st. 2d. 1st. 2d. 1st. 2d. 
ui 4 4 4 4 6 6 4 4 
2 6 6 6 6 9 8 6 6 
3 4 4 3 = 4 4 3 S 
4 a 2 1 1 3 3 3 3 
5 1 1 1 af a 3 2 2 
6 4 4 2 4 8. 8 5 5 
7 0 1 3 3 a 3 3 a 
8 0 3 3 2 4 4 4 4 
9 0 0 1 0 = 3 E 2 
10 a 1 6 4 6 6 5 5 
11 0 0 1 3 4 4 4 4 
12 0 1 2 2 8 8 4 5 
13 0 0 0 0 4 4 2 2 
14 0 0 0 [LO 2 2 1 0 
15 0 0 0 0 5 5 a 1 
16 0 1 . 2 2 3 a] 0 
17 0 0 0 0 6 4 2 2 
18 0 0 1 1 * a 2 2 
19 0 7 0 3 4 4 af 2 
20 0 0 0 0 6 6 2 2 
Score.. 2 29 37 39 93 91* 56 57 


*The lower score is probably indicative of deterioration. 


5 , aX ir ' te aby bat aki af) 


fal a. aT fag 4 a : ay 
beth gh i p2.nael 


7 oh Hea rere 


i i Ue 
al : a a 


_ 


a sd zi 


jevatlandh Jai 


Po el OY DI APPOICATION OF THE SCALE 
TO DEFECTIVE OR DERANGED 
INDIVIDUALS 


By Ross 8S. HarpwicKk 


<1 a9 eo os 


ie 
i 


eels lara 


CHAPTER 9 


REPORT ON ONE HUNDRED AND FIFTY-FIVE 
HOSPITAL CASES EXAMINED BY 
THE POINT SCALE 


At the same time that the Point Seale was being tried 
out with normal subjects it was also being used in the 
examination of patients in the Psychopathic Hospital— 
very generally in the Out-patient Department, and to 
some extent with House cases as well. 

In all, upwards of 175 individuals were examined in 
the course of the six months from the middle of December, 
1913, to the middle of June, 1914. 

Of the records so obtained, some 20 had to be rejected 
as incomplete. In some instances, for example, the exami- 
nation was interrupted and the transfer of the patient to 
some other institution took place before a second inter- 
view could be obtained. 

The following discussion is therefore based on the rec- 
ords of 155 cases. 


FINGLISH-SPEAKING GROUP 


Table 28 shows the distribution with reference to age, 
sex, and nature of the problem presented of a group of 
Knglish-speaking individuals consisting of the first fifty 
of each sex for whom sufficiently full records were ob- 
tained. 


107 


108 A POINT SCALE FOR MEASURING MENTAL ABILITY 


TABLE. 28. 


Class‘fication of One Hundred English-speaking Hospital Subjects According 
to Age, Sex, and the Nature of the Problem. 


Problem. 


Chronological Social Mental Miscellaneous 
Age. M. E.:- Total. F. “Totals *M,.: > Sfera 


6 2 2 1 


jt 
= “i 
mob wH 
BRP dw wR Ww De bO 
NNWNW EAA Dw OOD wD 
- ee ro Re = 
NwWnNwNrH Dwr we He 
DEW NN LE BE OT 
pe 
_ 


Potaisuny, sjsu 30 28 58 13 19 32 is 10 


oo 


In describing a problem as mental or social it is in- 
tended to indicate merely the immediate occasion of the 
individual being presented for examination—the aspect 
of the case as stated by him, or by his friends or guar- 
dians. Ifa child is brought in for examination because of 
backwardness in school, for example, the problem is 
classed as mental, even though it may prove later that he 


HOSPITAL CASES EXAMINED BY THE SCALE 109 


is normal mentally, but is suffering from some physical 
disability. 

The social problems are varied, and include cases re- 
ferred from the court as well as those sent by some social 
agency. Stubbornness, violent temper, and cruelty are 
some of the common complaints among the younger chil- 
dren, while among the cases of older individuals are 
found dishonesty, sex offenses, instability, inability to 
earn a livelihood. 

It was to be expected that the mental cases would be 
more numerous in the earlier years, and would reach a 
maximum early in the school career. Idiocy is recogniz- 
able still earlier, but a considerable degree of amentia 
may be present unrecognized so long as no distinctively 
intellectual tasks are attempted. Moreover, backward- 
ness in a child under school age may seem to be ac- 
counted for by unfavorable home conditions, whereas in 
the schools the conditions are so much more uniform that 
backwardness there takes on a new significance. 

At from thirteen to fifteen the individual of the less 
privileged classes begins to earn his own living—and the 
Psychopathic Hospital, being a State institution, deals 
almost exclusively with the less privileged. This involves 
a fresh adjustment, and sometimes a fresh crisis. Cer- 
tain intellectual defeets which remain inconspicuous dur- 
ing school life become serious when the individual is 
thrown upon his own responsibility. Such, for example, 
are many defects of judgment and volition, and even in 
some instances the relatively lower processes, such as 
auditory memory and motor codrdinations. At the same 
time, any abnormality of the affective life, retardation, 
for example, in the development of the sentiments is likely 
to increase the difficulty of the adjustment. But in what- 
ever domain of life the origin of the trouble may lie, it 


110 A POINT SCALE FOR MEASURING MENTAL ABILITY 


generally appears, at this stage, as some sort of social 
maladjustment. 

Hence there is nothing surprising in the fact that from 
later childhood onward the mental problems become less 
frequent and the social ones more so. 

What might be less easy to foresee is the preponderance 
of social cases in the totals for the wide range of ages 
from six to thirty years, inclusive, 58 per cent. coming 
definitely under that head. This value, moreover, is prob- 
ably too low, in as much as many brought ‘‘to have men- 
tality determined’’ would never have been regarded in 
that fashion if some social difficulty had not -arisen. 


SELECTED AGE GROUPS 


Since averages mean little in dealing with such varied 
abnormalities, four of the age-groups from table 28 have 
been selected for more detailed presentation in table 29, 
namely, those corresponding to seven, twelve, fifteen and 
seventeen years, respectively. 


HOSPITAL CASES EXAMINED BY THE SCALE 


TABLE 29. 


Results from Four Age-Groups of Hospital Subjects. 


Sex. 


yy SS55 BS 


io 


gyy SSS (S95 Bee SF SSS5 F&F | Ses 


Point scale Point scale 


Problem. score. 
Mental 36 
Social and 

Mental 20 
Mental 36 
Mental 31 
Mental 35 
Heredity 45 
Mental and 

Social 48 
Heredity 64 
Social 70 
Social 78 
Social and 

Mental 51 
Mental 26 
Social 69 
Mental 14 
Social 81 
Mental and 

Social 70 
Social 77 
Social 75 
Social 58 
Social 80 
Mental and 

Social 49 
Social 92 
Social 10 
Mental and 

Social 80 
Mental 66 
Hysteria 89 
Social 71 
Social 91 
Social =a ee 
Social 70 
Social 85 
Social 72 
Social 89 


111 


age. Binet age. Age. 
7.2 7.6 
4.6 5.8 
7.2 7.2 7 
6.3 7 
7 7+ 
8.3 9 
8.5 8.4 or 8.6 
10.7 10-+ 
11.4 10+ 
12.5 10.8 
8.7 9.2 12 
5.5 6.4 
11g ke: 10.8 
Less than 4 5-+- 
13.9 12 
11.4 Ti 
12.0 11.4 
11.8 12 
9.4 10+ 
13.4 11.4 
15 
ars.6 8+ 
Adult 12+ 
11.8 11 
13.4 10.2 
jm 10+ 
Adult 12:2 
11.5 11.2 
Adult 12.2 
11.5 11.2 
11.4 11 
17 
Adult 12.2 
11.6 *10.2 
Adult 12+ 


Ee A POINT SCALE FORK MEASURING MENTAL ABILITY 


In the seven-year group number 39 was examined be- 
cause his mother was a House patient and it was thought 
well to make a further study of the family, not because 
he himself had given evidence of any abnormality. The 
remaining 6 were all distinctly backward in school, but it 
is noticeable that neither the Point Scale nor the Binet 
shows any serious retardation, except for number 8, who 
was said to be unmanageable and irresponsible as well 
as backward in school, while number 130, who was said 
to be a particularly troublesome child—disobedient, de- 
ceitful, stubborn and hot-tempered—is shown by the tests 
to be distinctly in advance of her age intellectually. These 
discrepancies seem to point to one of two things: either 
the trouble is in the environment, or the defect is an affair 
of affectivity rather than intelligence. 

In the twelve-year group this discrepancy does not 
appear. The two definitely mental cases (numbers 124 
and 137) appear as from five to more than eight years re- 
tarded, the retardation being greater by the Point Scale 
than by the Binet. Number 38 is brother to number 39 
of the preceding group, and was examined for the same 
reason, but, whereas the younger child was in advance of 
his age, this boy is considerably retarded, though not suffi- 
ciently to give positive evidence of defect. Number 50 
is a court case, and was diagnosed as defective—the de- 
ficiency again being greater by the Point Scale. The four 
remaining cases (numbers 43, 44, 126 and 142) present 
definitely social problems, and none of these shows sufh- 
cient retardation to be classed as feeble-minded, while 
one (number 142) is ‘‘at age’’ by the Binet and ‘‘ad- 
vanced’’ by the Point Seale. For these, and for most 
of those in the two following groups who reach the eleven- 
year mark, the standing is higher by the Point Scale. 

The Binet Scale has been criticised as being too easy 
in the early years and too difficult in the later ones. So 


HOSPITAL CASES EXAMINED BY THE SCALE 13 


this tendency of the Point Scale to give ratings less favor- 
able for the younger individuals and more favorable for 
the older ones seems to be a change in the right direction. 

In the fifteen-year group the definitely mental case 
(number 144) shows sufficient retardation to be classed 
us feeble-minded. The same is true in still greater degree 
of number 101, where the problem is more complicated. 
The other two cases of this type (numbers 7 and 120) are 
subnormal but not clearly defective. Number 120 makes 
a much better showing by the Point Seale than by the 
Binet, but she is evidently a variable subject, for on two 
earlier examinations her records are, respectively, 10 
and 11 years (Binet). Number 148 is in a wholly differ- 
ent category from the rest. There was no reason to sus- 
pect mental defect in her case, though the result of the 
examination indicated irregular development, and her 
rating on the Binet Scale was not much above the twelve- 
year line. 

The remaining 7 are definitely social problems. Only 
1 of these was clearly defective (number 40). The com- 
plaint in his case was that he was not able to keep his job 
or to control his temper. 

In the seventeen-year group we are dealing with sociai 
problems altogether. Two (numbers 29 and 123) are 
evidently feeble-minded. Of the rest, number 15 showed 
specialized defects, and number 13 was diagnosed as 
early dementia praecox. 

That is, in the seven-year group we have 1 defective 
(number 8); in the twelve-year group, 3 defectives (num- 
bers 50, 124 and 137); in the fifteen-year group, 3 defect- 
ives (numbers 40, 101 and 144); in the seventeen-year 
group, 2 defectives (numbers 29 and 123). 

Of these 9, 3 only (numbers 124, 137 and 144) were 
presented as definitely mental problems; for 3 (numbers 
5, 090 and 101) the problem was complex; while the other 


114 A POINT SCALE FOR MEASURING MENTAL ABILITY 


three cases (numbers 40, 29 and 123) were presented as 
definitely social problems. f 

Considering the greater size of the fifte¢&year group, 
it is somewhat surprising that only 3 defectiv 
there. That group, however, does contain sev 
line eases, that is, individuals already badly retarde@ who 
may later prove to be defective. Since fifteen years is 
practically the upper limit of both scales, it is probable 
that a scale of wider range would split up this doubtful 
group into three—a few who are really on the border 
line, some who are really defective already, and some who 
are more nearly normal than these tests show. ~ 


ADDITIONAL PROBLEMS 


Among those whose exact ages were not obtainable, 
and who, therefore, could not be included in table 28, were 
some cases of special interest, both psychologically and 
practically, as follows: 

Two feeble-minded boys, one an epileptic and one a 
diphtheria-carrier. 

A syphilitic boy, somewhat in advance of his age men- 
tally, but unmanageable, bad-tempered and profane. 

Three men, diagnosed, respectively, a neurasthenie, 
paraphrenic and psychoneurotie. 

Several men who do not hold their jobs, some with a 
history of wanderlust; one of these last pronounced 
feeble-minded. 

Of the women in this group, several were sex offenders, 
one was an hysteric, two were immigration cases, neither 
of whom knew the date of her own birth, one being en- 
tirely illiterate. 

As regards the types of social problem, it is of interest 
to note that J0 boys, aged from ten to seventeen years, 


HOSPITAL CASES EBXAMINBDOBY THE SCALD 115 


y from the court, while 17 
es of fourteen and thirty-nine, 
ork or failed to keep their posi- 
of these latter were females and 8, males. 


inclusive, were referred 


ANOMALIES OF Binet AGE 


The peculiarity of working of the Binet Scale discussed 
on page 34 is well illustrated by some of these cases: 

Number 1, a boy of sixteen, a social problem, passes all 
at XI, one at XII, and all at XV. His mental age may be 
reckoned as either twelve or fifteen, according to the 
starting point chosen. ‘The tests on which he fails are 
two for memory span, definitions of abstract terms, and 
solution of problems. 

Number 74, a boy of seventeen, also a social problem, 
passes all at LX and again at XV, also four at X, four at 
XI, and two at XII. Hence his mental age would be 
eleven and four-fifths or fifteen. Three of his failures 
were tests of memory span, the other two being rhymes 
and suggestibility, respectively. In this case, and to a 
less degree in the preceding, the evidence seems to be of 
specialized rather than general defect. Number 74 was 
diagnosed as suffering from hypopituitarism (p. 116). 

In several other instances the same anomaly appeared, 
though in less extreme form. 


RaciaL STATUS 


The different races represented in the entire 155 cases 
(disregarding the question of language) are, besides 
Kinglish, Scotch and Lfrish: 


Colored—4; ages 6 to 20, inclusive. 
Of German parentage—1; age 18. 


~-1t6 A POINT SCALE FOR MBASURING 


MENTAL ABILITY 


Of Hebrew parentage—10; ages 8 to 19, inclusive. 


Of Italian parentage—7 (2 of 
ages 9 to 18, inclusive. 


these born in Italy) ; 


Of Swedish parentage—6 (1 of these born in Sweden) ; 


ages 7 to 25, inclusive. 


Of Syrian parentage—1 (also born in Syria); age 13. 
Also a Portuguese and a Greek, and 8 of mixed race, in- 
cluding one ean to have Indian blood. 

Of these 39 individuals of foreign parentage, 14 were 


included in the English-speaking 


DIAGNOSES 


group of table 28. 


Apart from the question of amentia, the following diag- 


noses occur: 


Chorea—1; age 11.“ 


ee Hat he ages 14 to 22, inclusive. 


; ages 9 to 33, inclusive. 


Dement Satine Ae ages 17 to 20, inclusive. 


Hysteria—1; age f. 
Hypo-pituitarism—1 ; age 17. 
Neurasthenia—1; age 42. 
Paraphrenia—1; age 39. 
Psychoneurosis—1; age 28. 
Rickets—1; age 6. a 


As regards amentia, we have 50 pronounced defective 


and 39 doubtful, the cases being 


between the ages of 7 and 31: 


distributed as follows 


AREA ena. 7, 48, 9 410, 911) Gl2e S18) 14. (16 eeG ee eee 
Defective... Te G2 at Le ee 3 2(3) 3 8 PAR EPS! 9 i 
Doubtful..... . 1(2Z), 42" e3 bY 2 4(5)- 3 8(9) 4(5) 3 1 
ARGi eee r eit. 1920+ 219225 23 *24 26 28 30 31 
Detecuyers 2(3) 2(4) Jey th) we Si. d'(2) Dae 


Doubtful..... . eA al 


HOSPITAL CASES EXAMINED BY THE SCALB awe 


The figures in parentheses were obtained by including 
patients whose exact ages were not obtainable. Some of 
them probably should be placed a year later. 


CoNCLUSIONS 


The cases here discussed are not sufficiently numerous 
to serve as basis for positive generalization, but as argu- 
ments for a negative one even a few instances suffice. 
That is to say, the variety and complexity of a larger 
group would not be likely to be less than of the smaller 
one; and, on that ground, certain conclusions seem to be 
warranted. 

1. In consideration of the great variety presented 
by these cases, and of the fact that the apparent nature 
of the problem gives practically no clue to the source of 
the difficulty, it seems plain that, to be satisfactory, an 
examination program must give as little opportunity as 
possible for interpreting a specialized defect or ability 
as general. That is, it is importakt to test all the prin- 
cipal mental functions for each individual, and not to in- 
ter the development (or lack of development) of some 
trom tests of others. 


2. The impossibility of classifying the cases in ad- 
vance makes it important that the preliminary examina- 
tion should be adapted to all types as well as to all degrees 
of mental abnormality, and not to amentia solely. 


3) 


3d. The fact that individuals of foreign parentage, if 
not of foreign birth, are encountered at practically all 
ages and with all sorts of problems indicates the urgent 
need of norms for the various racial and social groups. 
4. The distinction between school children and other 
individuals is artificial; and, while formal education and 
the nature of the environment in school, home or business 
should be carefully considered in the study of any case, 


118 A POINT SCALE FOR MEASURING MENTAL ABILITY 


these matters should be left out of account as far as pos- 
sible in framing a program for mental examination. 

5. The distinctions between childhood and _ adoles- 
cence, and between adolescence and maturity are not arti- 
ficial, but in neither case is the dividing line a sharp 
one, nor can it be drawn at any precise chronological 
age. Hence it is desirable to ignore these divisions also 
in the examination, and to establish a single scale which 
shall cover the mental development from early childhood 
to maturity, and which shall be specifically a scale of men- 
tal development, that is, not committed to any hypothesis 
as to the correlation between physical and mental age. 


Part LV 
REVISION OF THE SCALE 


By Ropert M. YERKES 


CHAPTER 10 


ANALYSIS OF RESULTS AS A BASIS FOR 
REVISION 


A critical examination of the twenty tests which con- 
stitute the preliminary Point Scale is necessary as a basis 
for either the acceptance of the Scale in its present form 
or its revision. We propose, therefore, to consider both 
the constitution of the Scale and the results which we have 
obtained for each test. 

In the first place, it is necessary to call attention to the 
fact that the weighting of our several tests is of very 
uncertain value, since in considering our Scale we had no 
satisfactory way of deciding concerning the relative 
values of the several tests. What we actually did in this 
situation was to examine carefully such data from Binet 
examinations as were available and from them estimate 
as well as we could the number of points which should be 
allowed for each test. We freely admit the unsatisfactori- 
ness of this procedure, while at the same time pointing out 
that no better method seemed possible in the absence of 
definite experimental results from the application of our 
Seale, or of its various parts.. With such results at hand, 
it is, of course, possible to determine more accurately the 
proper value of each part of the Seale. 

This might be done, for example, by correlating the 
results for a given test with the total scores. It is but 
natural that the reader should expect to find such corre- 
lations in this report, and we regret extremely that we 
have been unable to obtain them. All of our data are 
available, however, for their determination at any time 
in the future when the demand for such statistical values 
becomes urgent. 

We have determined for the language groups of School 
B separately as well as for the two combined, the aver- 

121 


122 A POINT SCALE FOR MEASURING MENTAL ABILITY 


age score for males and for females in each test, and in 
tables 30 and 31 there appear such of our data as seem to 
justify the cost of printing. The first table contains the 
data for the English-speaking group of 468 children, 
which includes both sexes, while the following table gives 
the comparable data for the non-English-speaking group 
of 207 children. From these tables, it is possible to dis- 
cover both the relation of the average score in each test 
to age, and, by comparison of the two tables, to language - 
difficulty. 

As a further basis for a possible revision of our Scale 
we constructed a table in which the scores for the lan- 
euage groups and for the sexes, in the case of each of the 
age groups, were recorded, not for each test alone, but for 
each of the parts under the several tests. Again, the data 
seem to us, because of the size and complicatedness of the 
table which would be demanded, not worthy of publica- 
tion. They have served their purpose by indicating the 
values of parts of the tests and by enabling us to make 
satisfactory rearrangement of the same. 

The order of the tests in the scale was originally deter- 
mined by our estimate, based upon published data and our 
experience in using the Binet Scale, of the relative diffi- 
cultness of the twenty tests. It 1s now possible, in view 
of the data contained in the tables of this chapter, to de- 
termine the accuracy of this arrangement, which was sup- 
posed to be one of increasing difficultness throughout the 
series. 

We shall proceed to examine the statistical data with a 
view to determining the order of difficultness according to 
the average scores made by the English-speaking chil- 
dren of School B in the twenty tests. 

A convenient method of accomplishing this purpose is 
to reduce each of the scores of table 30 to percentage 
values, and this has been done in table 32, in the last 
column of which appear the general averages for the 
twenty-one tests which were used, for it is to be remem- 


125 


SULTS AS A BASIS FOR REVISION 


rs) 


‘ 


4 


ANALYSIS OF RI 


TABLE 30. 
Average Scores for Each Test and Fach Year for the English-Speaking Group. 


on 
on © 


ANNO HNOSKDHOHAMHISDCSCOSKLODS 
<a rie nde 


SOCOrMNSrMOOCrOOMrMD 
VCHoOoonr-ooro 


PW MOOMAOMONSON HAMID HO 
APA AOD MrOOMOO HME O99 


98 Oe 8a te, Gen a) eee) ee ake ON) Oe ey. Oe 6 aS 


ST HON 09 09 09 OD 1D HOO OID A OD ON HOON SH 


MOMOMMOMWON ONO WHOOAMD HI O 
COE NOWMNOAN-WOHAN~H MOA AOWD 


a at GO a CO oY Cee a cat at Sarr Ug Wee it eee 


SSH De SH OD OD © 019 619 09 1.0 OD OOD PH OD ON I OD OD NI OD 


1D 19199 SONS FD CH C19 69109 HOD © 09 00 0 00 © 
WOMPNOPMHOWDOOMDO HWSO AL 19 9 


8 eee ee KO aN a: | eS Oo O OAs) | Bes Is WO © Pee) Sell eC. eee & 


SSH De HOD 09 © 0D 09 CD 1D OD LOD OD TH OD I SI ODN NI OD 


NOAOCAOMrHOMWOMINOM DAI 
NLWRA MWONWORODHANTHOOr 


OO eG eH e 6 Sk O18) Ol bY (eo cern, ole” rate 


THOMNMIAMNMMMNAAN ARM TN 


AMONAMWOHDOMALM OO HIDO OM DOO 
TAD Be Be SD OLD OD 31919 0 OOD HIDE OD SD 


a, etd) 7 MeV Se wen eh Le). o. yeh 16) OMe Nee’. oe ae 


TOMNMOMMAMMOON RAMAN RA 


Sw woANNIOANHOOMMONROMOCON 
2 HO HS OOMDN 00 00 09 O10 HO HNN 


Sve PW ee a, Le RO ee ist giro wet See) hoe te) es, aie 


MOMAMMAOMMWMNONM A AOOrmnr 


De HOD DOM NO DI DA Ar re OHWNOS 
DrePMONODMINTTrONMMMeHHOwwT 


O10 We Ree N18 eh ere ewe el ORY Sgr Boss ie ee 9) xa ra 


MINMANMANMHMANNOnOnOOCOoCoCoO 


CO HOO SOD OD SO OD CO HOD LO OD HAI 03 OO 00S 
MiWO NWO OM WOM HOA reWNHMOMOO OS 


Opals Path-6) 0p opt CO1Ge oy 6 es Lenten” ae lt eye aka wir re ee 


MIO MMSAMNANNONTRAOoCOonOooCoCooO 


ANPTHAWOROATALIOIO LN HOMmAOOMOOS 
WHAIWWIINNOWOIAHBOOCMSOOCONNOS 


MOANAAMNNOCHOnOOCOonooCooo 


AAMAAMWON MOA HHODMODOQOClr-O& 
H~MOMOINDMOAHNDHHeMOOMOr-OOCoO 


Aol Se Te, Suniel, Salye W e PO Rian) BUR ee Me Ng LN MOR wT ne 


MOPNRAONMMOCOoOCOCOOCOOCOoOOoOoOOoOC OC 


Ocal l-OMNOOCrOrFrOoOtoocoooooo 
OSMOOOMOOOCVOVCOnOoOCOCooCoo 


ey fA et a ee et A “eee a 


feet fe 6) OC Te ee oe Tee Se hy uk ey de Oe eas 
oe Pe ey Me. Lene eel ibe Bier ee wk ee ee ere 
Cone Ae toe Mia: Lied Nene aise (ele Celie Ciena sate Le emia 
Drees. 6) ie) swe eke ee 6G Oe Sate 60 Me ce 
5 OP Cea ie wl BON eee ee Ip a a te el ee ek Te 
eee eS ke oe BF ee ee Shek OR Oe te el 8 eae he Clee oe 
CR 8 On ae Rane aa Re Be wee eek 
aoe ee Sa fee eee ee Spe OS ae ew wae a 6 ee, 
Sale SW eee OW ee Ree. SY on ie tay a ea wad 


- 


ABILITY 


MENTAL 


MEASURING 


7 FOR 


SCALE 


AY POINT 


TABLE 34. 


Average Scores for. Each Test and Hach Year for the Non-English-Speaking Group. 


OMS OMAOAAMMHOOHAMANANAONOS 
amy THARDOOCNMSAAMMOOWOOCTHAANNONAN-N 


wugie! Sa) ele te Mie! ern hy) cea) 6) ele ence) aiels (winie se. tal ee 6) 


HEH DOD DOM ON HMIONN HANNAN AOD 


SMOLMEKOMESCOOCHOLMELMO 
HHANDEK OMSL OOMOAHHIDOOKA 


HEH HN MOA HALO HINO HOON HOON NI OD 


HOAOSMOONMOM-OOCNnAONnHIMOMr 
NOL OWMMSCHOPAMOMAWMOMHA SH 


HOM OD ATID OD OO AOM HORNA HNANNANA 


SOOM SH O19 19 OS SH O19 191091019 O19 © 
NUDOSLMOMONMAOMOL-OMAIMWAIAML 


HEH HN MLO MOON LO HH NAA TINNY 


NOSOMUWOMNOMS H O19 3 09 009 OOo 
ADOMARDOMANN- Mr HOMHOwMAS 


COOMA ODM OAL MOON nANA ANT 


MON OMOOMNSOHON1ING OL oD 
DPMIQDHHAWO SM AMP nAreNAMOr-HOr 


MOMANMTMMONTMNMOMARATHNOCOnnrT 


HE DOP OAM AHN MAIO MOODAIONNIO 
DPD PMmOMTnAWHAOWOPOMONrOMHOMH 


CoC aCe hy SRC de Digna ig EC MNT Pr Cy le LD CT Ree SS Cy Cart 


MDM ANDPAIMAOMOMANRTAONGCOOneo 


HO Or COE HE MNNO- HE OCOOntS 
CO MWMIMOOWMIONWDOMMHAOOCWMWNMISONOS 


Cele ee 8 ae ie eye. ce lie’ nite en Sa eee le fate SL Tee ie 


MID ANMANARNAHOOCOCHnOCOoCOCoO 


WOOHONNSWODONDONOCONCONNS 
Ke NFO Ar-MOtHOHODOHWOMSCCOHMS 


6. Salsa eg eve le. Gs) Minn el, rerhre 0 (ey tires eh tadille, Green eas Vout 


MII OAANNNOnNOCOOCCOoOnoCooCoo 


SiwWIDOAHASDOAWRHOMOOMNOCOMWNOS 
oo SM WAOWOMNHAWMHHAMSOCMNn-OCOoOnNMO 


RR We ay es le Oe CM] pe ey ate) Pee 


MHANAANANNNOCHOCCOCOnCooCoo 


SNOCMIOSOMAMRMMIOADRDOSOOWOOCOTOAS 
wD OCODNAHOOSROMMr-nOMonoocococoe 


eet ait © ake Male Ale tare i; (atte). leviceuls, pie) Dlegiifel™ tase) lepitaun elatie: 


MMORMANRHOCOOCOCCoCoCOoCoOooooO 


coocoocoomowmuoocoocoooooocoo]o 
s SCOSCCONMAMOSCOCOCOCOCOCOCOoOoCSoCoO 


Sere Ne oe Liebe! S16 e au ew of pes eh lek. le onsen Bon Teas ee 


si ee ee) aie Gel ait alls ile 0s et leis iar ie) =) "iste mieten ewe 
Of Ses emia, Oy Pas Sig Teles Je) iat iie: ae Bis) lek Joeman tee 
ae wire eee MEY 0, tet on ti aC) 
ei ane) | ote ie o, melaw a Lronmio® sere = ee eiees 
CSS ee Ae OR Cm RO eS ex Te Se a4 CARES 


Shes ase Swed sees er ghee ene eee a secre 
DOD SIRs teres cee dure see mem (Suse omen loeb ea tie 
WO notin SR ODBSOHAMHINSSKAAS 
HH SS Shh ie 


125 


VISION 


4 


IS FOR RE 


a 
wR 


SULTS AS A BA 


x 
4 


RE 


ANALYSIS OF 


32. 


TABLE 


Percentage Values of Averages (from Table 30) for Each Question or Test. 
English-speaking Boys and Girls Combined. 


ae 
A a ot BAM ike re a eee er a! 
< 


DONNA AOCONOMM--OMOHMOAK 


[md 

(Oy Oe cmiainee eee) oat eT eh EE eae Se OE ee 
ro) FH WOM OHHOMrHHARMOMMOMEeIO MKS 
os OOM 19 1D OM HOW HHOMIANN MOD 


ol el uel | 6) ef scarce @)  1epe vane (0, met ei ulesi wy gue (8: y alee Wim 


oe 0) QRS ot ONS) OS Spt ee 6) Sek e ieee. Ae OTM, Wie, OF OTe 


Cf 8) We KOLAR, Ve eee eULn wir ise, ML 6) van was Lie ace) bbe et enema Mla ta 


ma NMHOMROONMr~OnWOVOMNHMs 
DW ONr-OMMDMM~-WHWWWOlWiIDwOw 
ban) hom 


qQ Wo SCO SOSH MMOOCWCOUOOINS 


HW EAS SK ASKEKHHSOSNSSK Hess 
OD SHORE ARORA SEIDIDHOID 
= a 


a 


RF BMANMOOMOMOAMMION OO Host OO 


TF SIH HOM OOOH HDI-NRMIAAOM10 
De DW BH RE ODDO WH OH © DOD LP OD OD. 0D SH OD 


Co FWSCNID Mmm SSMOCOCYUCHRDOLY 


BH ANHASKrSSHKRSCHHHNK SOE OHA 
OH ALR ORIDDNHAHONME MAAS 
4 
ee ee Et ee Oe oe ee 
SOHDIONMONMONSIOMMAMOND 


F isn SOHNE SSHOSASHIBSSI5 


OL COOL OMOHMOMHMOE- NIAAA ON 
———————— eee 
LQ B= © 6 10) 00 OD P= B= CO NI 9 C19 HO OD CO OD 10 


P HHAHAHBSKSSBANSAIAHSSOH 


WWW UOIDHWHOANMIO-EANTASCnHOOCOnNSO 
ee eee 
O19 OOO OOM OM OMOMOMOO1IO 
Bs SHAM INOANNIO OM OMHOM 
WCOWOOOAPAOUONHMWNOCMOMHOCS 


DOO MM AML INO- HOOCWMMHOOHS 


HOW WOMAN IO 1D MM OH AID OOOMD 
Olid“ wows %89HKOHAANHONOMOOOSO 


Ar-NMONONMANMOOOCONOCOLY 


MONO OHROOMnMnNOOCroOowooorn 
CMO HAM OMAHOCOnMONOCOCOCOSO 


| OnAHMHONnMOSCHnOMOOCOCOCOCCOSOO 


| WOOMNOAMNMOOSOTnOHOr-OCoOOCOCCSo 
OPINOANUANGOnOCOOOCOCOCCoOoCCoO 


2 el Be Sa are, iiss Cer 8 wp ee i kh. uat uate hate 
oh 'S cle k SO) UAke ieee eee hs 2er ein) (elaipe 1 le iene eee eae 


oP La a eee a) ee OS 5 eS Re wy. SONI 6 oe) oe ow 
SD Ue) gms eo Se. 0 eee eee? Fel S. Tee lees Ms) ocala oe 


WIPES a tnictee ean era ey 16 ue Len via ae Ae EM sire a. Sita 
eee ee eres ee Lee 
= 


126 A POINT SCALE FOR MEASURING MENTAL ABILITY 


bered that test 16a was given as a possible substitute, 
should it be desired, for test 16. 

The data of table 32 enable us not only to judge of the ~ 
relative difficultness of the tests for the ages from four 
to fifteen, inclusive, but also to discover the relation of 
the score in a given test to the age of the subject. Hx- 
amination of the various percentage values indicates, for 
example, that test 1 is unsatisfactory because there is 
slight and very irregular increase in the score with in- 
creasing age. It is, as the data prove, much to our satis- 
faction, the only one of the twenty-one tests which has 
this defect, and we shall, in the revision which is to be 
offered in the next chapter, suggest a simple change in it 
which will, we are sure, correct its weakness. We might, 
indeed, have anticipated the unsatisfactoriness of this 
member of the Seale, for, whereas the first two parts of 
the test are easy and differ by a reasonable amount from 
one another, the third part is extremely difficult, and very 
few of the children examined were able to obtain credit 
for it. 


From the data of table 32 we have constructed table 
08, for the purpose of exhibiting the order of increasing 
score for each year and for the group asa whole. In this 
table the first column indicates the tests as numbered in 
the Seale, and following this, under each year of age, is 
given the place of each test as determined by the scores 
arranged in order of increase. For no one of the twelve 
ages represented is the actual order employed in the 
Scale the perfect order of increasing difficultness, al- 
though in some instances the approximation is fair. This, 
of course, is not a serious reflection on those who con- 
structed the Scale, nor does it in any measure lessen the 
value of our results. Indeed, even the fact that, accord- 
ing to the order determined by the general average for the 
scores, not one of our twenty tests was in its proper posi- 
tion does not dismay us. Rather, we are surprised to 
have attained with the scant data at hand an order which 


ANALYSIS OF RESULTS AS A BASIS FOR REVISION 


i 
bo 
~] 


TABLE 33. 


Order of Increasing Difficultness of Tests for Each Year of Age. 
(Figures in Parenthesis Indfcate Number of Tests.) 


Gen. order, 


with 
% value of 
each test. 
INDO ca caceiss 4 5 6 7 8 9 10 at 12 ae 14 5 ——_ 
Test 
ee a Sy oi (ive Leen yaecare te )e Cio) Cie C4) C4) (CT) (4). - (CT). 86.6 
a nS ee (oie ete ree es) t a OCR IT) iy Cry) (itp (7) (8) 79.6 
5 ee ee G2 yee eel) ee Cl) ek Lt) ae (8) COC) Gly CS ee (4) = C8) C4)" 76.9 
[eae ade ints en ae 4 yee 4 me (4) C4) oe (4) CLO) iL )e C8 ye CLE) -C3:) -71.0 
Smet (60e0 (4) es) 2 (3) CL4 C10) e114), Gl4)s (8) 10) 40), 14) dl) 69:3 
Tes Rare, Com en) eGo ye CL 1:0) CLO) CLS ee (bs) Cb) CLO) 9 C2)> (68-8 
ee Lee CeyemcayetG ya (5) 4 CL) (5) 205) 3(5) 213). (14). (14) 518) C1) - 68.7 
ee ae CLOIM CLG) Co eC LD )a (2) C2) CLG ie GlG) = (3 )--GLo)) (ha )s (ob) Cle)” 64.7 
LS fie ae sae ie 60 16 (6) (Ch). (3) (8) (2) 05) (2) O09) C8). C10) —s64..6 
i {eres ore Cit yer to) C10) 096) (10). C1)" 42) (3) G2). 08) (2) - O6Y «59.1 
TS eae eh Sc (HO G4 CO) eC1 6) GGie CO) CL) =(6)ie C9) (LZ) 309.) (16) — 56:53 
| Cel SR aaah ER Coyeti1 teas (6) (16)e9 (1) (6p (1) (13) 562) (6) 1) 64.1 
ipa Roe Ae Ele ene ee C1 aro) ee C9) ee C9 Cs Obs un( 43) Ba (9) 9 C6) 9 CLE) CL2Z) ©) (9) 47.9 
11 kaa Rae aes cee (ela) aed ale eC 2) C9) CS ae C9 CLO eC LZ ee (6) (16) C13 jo 45.7 
i Sate all Ue Sag ae (CLO) AIO, eC LO) eC LO eC Lome Loon CL2 Ct Ze CL )e C20). (Clr C2): - 43.1 
16 CLS Clo) GLa) Geo eC ye 19) CLS) CUE) CLS) 120) G9) <33:9 
sh Cio els Cla) Clo) (19). CLS), 15) .(20)) Ga) G9) C5) 33.0 
i po ae Gime s Gls )mCoOmC ZO ya 20 C20) CLO )a Chi Cla) C20) 3ie2 
LEE oA SN RS Pe rere en ey Lipa C200 GUS) tCES) Cha) eC  )aaGl Sy SOLO CLIDS CLT). 27.4 
PALIN cat SOR A ier OS aly 8 le es ent CL )eeCL CL yal S)) eChs)) ai S8)= CLS) Gls) CLs je 25.8 


so closely approximates the 


correct, in the several years 


and for the total group. 

The last column of table 33 contains the general aver- 
age of the percentage values given in table 32, arranged 
in order of diminishing size, since our assumption 1s that 
the difficultness of a test for the group varies inversely 
with the percentage value of the score. In the adjoining 
column appear the numbers of the tests corresponding 
to the several general averages. 

It is necessary to call attention to the fact that the 
order of increasing difficultness, as indicated by the aver- 
age score, is not identical with that for any one of the sev- 
eral ages, nor could such agreement reasonably be ex- 
pected. We have, nevertheless, decided, in the rearrang- 
ing or revising of our Seale, to follow the order indicated 
by the averaging of results rather than that for any par- 
ticular year. It is, further, to be noted that the revised 
record blank (p. 136) follows the arrangement which is 
indicated in the last column of table 33. 

We must. now consider the tests under the numbers 
originally given to them with respect to their satisfactori- 


128 A POINT SCALE FOR MEASURING MENTAL ABILITY 


ness or unsatisfactoriness, as indicated by the data of 
tables 30 to 33, which have been briefly discussed. 


Criticism oF Trsts In THE Licut oF RESULTS 


Test 1 (Repetition of sentences). According to the re- 
sults of our analysis of data, this test is eminently un- 
satisfactory, because parts (a) and (b) are so easy that 
even the four- or five-year-old child has little difficulty 
with them, whereas part (c) is so very difficult that only 
a few of the children among 750 examined obtained credit 
for it. Such being the case, it is obvious that the score 
for this test cannot increase either markedly or regularly 
with increasing age. We therefore deem it necessary, 
although the value of our norms will be somewhat affected 
thereby, to modify the test in this manner: letting (a) 
and (b) stand as in the original, we lessen the credit for 
each to 1 point; (¢c) we eall (d) and modify it by inserting 
two words, so that it reads ‘‘It is not necessary to hurt 
the poor little birds. It is night and all the world rests 
in sleep.’’ For the perfect repetition of these sentences 2 
points credit is allowed. We further add a new part 
(c), which reads ‘‘The sun is very large and red. Our 
train was more than two hours late,’’ allowing for the 
perfect repetition of the sentences 2 points credit. These 
changes in the test, without altering the maximum credit 
obtainable, will tend to diminish the scores for younger 
children and to increase those for older children. This, 
of course, means that in using the Scale in connection with 
the norms presented in chapter 5, certain corrections to 
be determined empirically should be made. In our Re- 
vised Scale, test 1 appears as number 6 in the modified 
form suggested above. 

Test 2 (Description of the three Binet Pictures), we 
have discovered no sufficient reason for modifying. The 
three parts differ but slightly in value, and the original 
arrangement seems practically satisfactory. Were we to 


ANALYSIS OF RESULTS AS A BASIS FOR REVISION 129 


make any change in this test, it would be by changing 
the credits in this wise: for simple enumeration we should 
give 1 point; for enumeration coupled with description, 
2 points; for excellent description coupled with interpre- 
tation or for interpretation alone, if the subject also gave 
evidence of descriptive power, 3 points. This test in our 
Revised Scale appears, unaltered, as number 7. 

Test 3 (Memory span for digits) has proved eminently. 
satisfactory, and we see no reason for making other 
change than in position. It takes its place in the revision 
as number 4. 

Test 4 (Comparison of lines and weights) also is rea- 
sonably satisfactory, the parts being arranged in order 
of increasing difficultness and the credits being fair, if 
the test is given strictly according to instructions and not 
with suggestion from the experimenter to lift the weights. 
It becomes test 3. 

Of the two parts of test 5 (Copying of simple geometri- 

cal figures), the second is much the more difficult, accord- 
ing to our findings, than the first. This is one of the parts 
of our Scale in which scoring is difficult for the inexpe- 
rienced examiner, and we therefore, in the following 
chapter, give not only full directions, but sample results 
which serve as an aid to the standardizing of scoring. 
The new position of this test is number 12. 
Certain minor difficulties experienced in connection 
with test 6 (Definitions of concrete terms) must be men- 
tioned. There is an indication for a change in order in 
that fork should come first instead of third. Further, it 
seems desirable to substitute for the word fork, spoon, 
since in a considerable number of cases, we discovered 
that the young child, while being wholly unfamiliar with 
fork, recognizes and readily responds to the word spoon 
We have therefore substituted spoon for fork in our re- 
vision, and have given this test its place as number 10. 

Test 7 (Aesthetic comparison and judgment), in which 
we have no changes to suggest, although we find it neces- 


130 A POINT SCALE FOR MEASURING MENTAL ABILITY 


sary to give somewhat more explicit directions: for the 
presentation of materials than were originally given, is 
the only test in our series which approaches a measure- 
ment of the affective. Indeed, it might fairly be classed 
as an affective test. It ranks as the easiest of all the parts 
of the Seale, and is therefore given place in our revision 
as number 1. This is fortunate because of the extreme 
desirability of beginning an examination with pictorial 
materials so that the young child’s interest may be ob- 
tained quickly and its timidity and embarrassment dissi- 
pated. 

Similarly, in the case of test 8 (Perception of missing 
parts of pictures), we have discovered no reason for 
change aside from the directions to examiners. ‘These 
we are making very explicit because we have discovered 
that, whereas examiners who are in consultation are 
likely to come to a common understanding and to develop 
a fair degree of uniformity of method, those who work 
by written rule need extremely explicit and emphatic 
directions. This test ranks next in difficultness to the 
one above, and is therefore placed as number 2. 


Test 9 (Free association) has proved itself valuable, 
and our only modification is in increased emphasis on the 
necessity of uniformly stimulating the interest and at- 
tracting the attention of the subject at definite intervals 
to his task. The new position of this test is number 13. 


Likewise, in the case of test 10 (Comparison of pairs of 
objects), the original order of parts has been proved to 
be the correct order, and we have merely changed, for the 
sake of greater safety, the nature of the directions for 
giving the test. Its new position is as test 9. 

In test 11 (Counting backward) we have one change to 
recommend. It often happens that a child, in his eager- 
ness to meet the examiner’s demand, omits a single nu- 
meral. In such cases it seems only fair that the subject 
be asked to repeat his performance, and if this time cor- 
rect, be given full credit. We have also slightly modified 


ANALYSIS OF RESULTS AS A BASIS FOR REVISION 131 


the directions for giving this test, and have placed it as 
number 5. 

The order of the four parts of test 12 (Comprehension 
of questions) has been demonstrated to be that of in- 
creasing difficultness, and we see no reason to alter the 
test except by placing it as number 15. 

Test 13 (The use of three given words in one sentence) 
we leave unaltered, but shift it to the position of num- 
ber 14. 

Test 14 (Arranging cubes according to their weight) 
is wholly satisfactory, but it takes the position of num- 
ber 8. 

In test 15 (Criticism of absurdities) the order has had 
to be radically modified to meet our requirement of in- 
creasing difficultness. The correct order is (a) swinging 
eane, (b) unfortunate cyclist, (c) three brothers, (d) 
euide-post directions, (e) last car. The test is even more 
difficult than we originally estimated it to be, and its new 
position is as number 17. 

In spite of our early aroused suspicions that test 16 
(Resistance of visual suggestion) might prove of little 
value, we are inclined, in view of the results presented in 
the foregoing tables, 30 to 33, to retain it in our Scale, 
for, although there is considerable risk of guessing, and 
the examiner must therefore be on his guard and attempt 
to exclude purely random judgments, the test seems to be 
a fair indication of varying suggestibility. We have 
decided to retain it as our sole test of suggestibility in- 
stead of substituting for it the judgment and reasoning 
test, numbered 16a, which, by the way, has proved to be 
the most difficult of the twenty-one tests. The new posi- 
tion of test 16 is number 11. 

In accordance with our decision just stated, we are 
omitting test 16a from our Revised Seale, although it has, 
in our opinion, proved itself an excellent form of test, 
and we shall undoubtedly use it in the universal scale 
which is proposed in the final chapter of this volume. 


bi A POINT SCALE FOR MEASURING MENTAL ABILITY 


With test 17 (Definitions of abstract terms) we had 
difficulty from the first. The original order of the words 
was charity, Justice, obedience, but our early examina- 
tions caused us to question the correctness of this ar- 
rangement, and in the second printing of our blank we 
changed it to obedience, justice, charity. Now our sta- 
tistical data indicate that neither order is correct, but 
that the order of increasing difficultness for the pupils of 
School B is charity, obedience, justice. This test proved 
extremely difficult for the children of medium to poor en- 
vironment, and it therefore takes as its new position the 
place of number 19. 

A single change in order must be made also in test 18 
(Analogies), where parts (e) and (f) should exchange 
places. Otherwise, this test has proved itself reasonably 
satisfactory. There are difficulties in it which we see 
reason to try to remedy, but they cannot be remedied 
without destroying the value of our norms for the test, 
and it seems to us wiser to continue to use the method 
in its present form than to run the risk of destroying the 
usefulness of the data which we have presented. The 
test 1s, on the average, the most difficult in the series, and 
therefore appears in the revision as number 20. 

Test 19 (Drawing designs from memory) demands no 
modification. Our results indicate that the reproduction 
of the pyramid is decidedly more easy than that of the 
other design. We place this test as number 16. 

Test 20 (Construction of sentences) remains un- 
changed, except that it takes its place as number 18. 

In coneluding this chapter it should again be stated that 
we regard our Point Seale, even in its revised form, not 
as an eminently satisfactory method of estimating the in- 
telligence of an individual between the ages of four and 
maturity, but rather as a crude means to this end, which, 
in spite of its obvious defects, seems to us to be decidedly 
better than anything heretofore employed. 


ANALYSIS OF RESULTS AS A BASIS FOR REVISION 133 


The revision which we are making is not such as we 
should make if we hoped to bring the Seale into general 
use as a highly perfected method. Instead, it is obviously 
a compromise between the desire for practical service- 
ableness and the demand for accuracy. We believe that 
our Revised Point Seale used in connection with the norms 
contained in this volume will prove of great service wher- 
ever intelligently employed, and while preparations are 
being made for the next step forward in methods of pre- 
liminary mental examining, we hope that the Scale in its 
revised form may justify its existence. 

Above all, by repetition and as emphatic form of state- 
ment as we can command, we would disavow the notion 
that there is for us anything sacred about the Seale or any 
part of it. More keenly than is likely to be the case in 
most of our readers, we appreciate the imperfections of 
the method and are eager to overcome them in a new 
Seale. 


7 


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CHAPTER 11 


THE REVISED POINT SCALE: MATERIALS AND 
DIRECTIONS FOR USING 


In the preceding chapter we have presented the basis 
for a revision of our original measuring Seale. We pro- 
pose, in this chapter, to present the necessary materials 
und the directions for using this Seale. 

With the exception of the weighted cubes which are 
used in two of the tests, we are able, in the accompanying 
figures and printed descriptions, to supply all of the mate- 
rials. The directions which are given are fairly explicit, 
and should be followed as closely as the situation permits. 
Of course, it is absolutely essential that the examiner 
exercise a certain discretion, and if one form of expres- 
sion or explanation is not intelligible to the child, care 
should be taken that a clear understanding is established 
by some variation of the form of statement. Often the 
inability to understand a single word renders it impos- 
sible for the subject to do himself justice in a test which 
is by no means intended to depend upon definitions. 

The C. H. Stoelting Company, 125 N. Green street, Chi- 
cago, Illinois, has agreed to furnish all of the materials 
of the Point Seale. The examiner will find it somewhat 
more convenient to have the several figures on separate 
sheets instead of bound in book form. 

Accompanying the directions for giving each test will 
be found fairly explicit directions for the evaluating of 
results, since it is our aim to standardize, so far as pos- 
sible, the method of giving credits. 

We present below the form of record blank and the 
eard report blank used in-connection with the Revised 
Seale. They demand no explanation in addition to the 
descriptions given in earlier parts of this volume. We 
may therefore enter upon the description of method of 
procedure. 

135 


BOSTON STATE 


DALES .2 = Ne vera Ne Ee SEER Noe 


NAM E...255e See ce ee ee ee DATE: OF BIRTH................... 32 
TRST CREDITS 
1. Chooses, twice, prettier in each of three pairs of pictures, (1 each). 


~I 


10. 


Sees picture lacks: (@) arms; (0) nose; (¢) mouth; (d)eyes. (1 each) 


Compares, twice: (@) Lines, 5 and 6 em. ial!) 
(Db) Weights, 8 and 12 grams. (1) 
(c) Weights, 6and 15 grams. (1) 


Memory span for digits. 


(a) old, o8l. (1) 
(D) 2947. 6135. (1) 
(c) 08/1. 92736. (1) 
(d) 491972. 016283. (1) 
(e@) 2749385. 6195847. (1) 


Counts backward : 20-1 (4) ; 15-1 (3) ; 10-1 (2) ; 5-1 (1). 
Repeats: (@) Itrains. ITamhungry. (1) 
(Db) Hisnameis John. Itisavery fineday. (1) 
(c) The sun is very large and red. Our train was more than 
two hours late. (2) 
(d) It is not necessary to hurt the poor little birds. It is night 
and all the world rests in sleep. (2) 
Reaction to three Binet pictures: enumeration, (1 each) ; description, (2 
each) ; interpretation, (8 each). — 
(a) Man and boy 
(b) Man and woman 
(c) Man 


Arranges weights: two trials. All correct but one (1) ; correct (2). 
Trial 1. Trigk.2, 


Compares: (1 or 2 each) 


‘(a) Apple and banana 


(b) Wood and glass 
(c) Paper and cloth 


Defines in terms of use, (1 each) ; superior to use, (2 each). 
(a) Spoon . 

(b) Chair 

(c) Horse 


(d) Baby 


HOSPITAL—PSYCHOPATHIC 


RECORD BLANK FOR YERKES-BRIDGES POINT SCALE EXAMINATION 


1 eee MENTAL AGE... GOEFFIGIENT I. A. o-.c-m 
BAMONALITY coe 2 SCHOOL GRADE................... TOTACSCREDI TS. aan 
, TEST _ ay Bae. we CREDITS 


11. Resists suggestions: (1 for each of three resistances) 
a2. Copies (on back of this sheet) (@) square (1or2); (0) diamond (1 or 2). 


13. Gives words for three minutes ; 30-44 (1) ; 45-59 (2) ; 
60-74 (8); T5- (4). Ist half minute. 2d 
3rd 4th 5th 6th 


14. Writes (on back of this sheet) sentence containing Boston, money, river. 
Three words in two (2) ; three words in one (4). 


15. Comprehends questions: (2 each) 
(a) Missed train 
(b) Someone unkind 
(ce) Action versus words 
(d) Forgive easier 


16. Draws (on back of this sheet) designs from memory, after 15 sec, ex- | 
nosure. (0) (1h or2) > (bh) (lor2) 


17. Sees absurdity: (1 each) 
(@) Swinging cane 
(b) Unfortunate cyclist 
(c) Three brothers 
(7d) Guide-post directions | 
(e) Last car 


18. Puts dissected sentences together: (2 each) 
(a) My teacher | 
(b) A good dog 
(c) Westarted 


19. Defines: (a) Charity (2) 
(b) Obedience (2) 
(c) Justice (2) 


20. Analogies: (1 each) 
(a) Oyster is to shell as banana is to 
(b) Arm is to elbow as leg is to 
(c) Head is to hat as hand is to 
(7) Truth is to falsehood as straight line is to 
(e) Known is to unknown as present is to 
(f) Storm is to calm as war is to 


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a q clear v9 2 | Bo'6 

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| eg bel oy 

ST || alah! By nas bes 

H eras ie a a Ue XG 

5) q ol eg | A) q ef 
i Se oh) | ee pane qo $9UO I ee Ca 
Reema GS ng oe ee ae YIM OE TE ODD DALY a ag ae nme ade 
St TUNE elie WREST, OE Slr ey lie eee ee vag ei ae re ne) Ty, 


LYOddad WIVOS LNIOd SHOCIYa-SHMYAA 


MATERIALS AND DIRECTIONS FOR REVISED SCALE 139 


DIRECTIONS FOR MAKING POINT SCALE MEASUREMENTS AND 
EVALUATING RESPONSES 


The examiner should begin by finding out, by varied 
and at first, at any rate, indirect questions, whether the 
subject has any knowledge of the tests which are to be 
given. This ordinarily requires only a few questions. 
He should then explain briefly what he is going to do and 
what is expected of the subject. For example, the ex- 
aminer may say that he is going to ask some questions, 
and that the subject must try to answer them as well as 
he can; that some of the questions will be very easy and 
some more difficult; that the questions should be an- 
swered promptly, and that he should try to answer even 
those that he is uncertain about, since a poor answer 1s 
better than none. 

With young children it often is better to begin with the 
tests without preliminary explanation. ‘The examiner 
must use his judgment and discretion. Throughout the 
examination the instructions should be followed closely, 
and only for the sake of making clear the meaning of the 
question or direction should the examiner vary from the 
form of statement here suggested. ‘The examiner must 
neither help the subject nor inform him of his mistakes, 
but he should always encourage him and show satisfaction 
with his answers, whether they be correct or incorrect. 
This is especially desirable for young children. 

The tests are arranged in order of increasing difficult- 
ness, hence if a subject fails completely in as many as five 
tests in succession, there is extremely little likelihood that 
he will succeed in any of the remaining tests. 


TEST 1. AESTHETIC COMPARISON AND JUDGMENT 


The three pairs of Binet pictures of figures 7 and 8 (pp. 
171, 173) constitute the materials for this test.* In figure 


*For the convenience of the examiner all of the figures illustrative of 
this chapter are assembled at the end of the book. 


140 A POINT SCALE FOR MEASURING MENTAL ABILITY 


7 the pairs (a), (b) and (c) are arranged as they are 
ordinarily used in the Binet Seale; in figure 8, the posi- 
tions of the members of the pairs are reversed. With a 
sheet of paper or cardboard over pairs (b) and (c), pre- 
sent pair (a) of figure 7 to the subject, asking ‘‘ Which is 
the prettier of these two faces?’’ (If prettier is unintel- 
ligible, ask ‘‘ Which do you like the better?’’) Record the 
subject’s judgment and immediately expose pair (b), re- 
peating the question. The same procedure is followed for 
pair (ec). If all of the judgments have been incorrect, the 
test may be considered complete, but if some or all have 
been correct, the examiner should turn to figure 8 and re- 
peat the procedure. Two correct judgments are required 
for a success, whereas one incorrect judgment constitutes 
« failure. The two correct judgments are demanded for 
each part of this test in order to avoid the influence of 
guessing. Credit of 1 point is given for success in each 
of the three parts of the test (for each pair of correct 
judgments). 


TEST 2. PERCEPTION AND COMPARISON OF PICTURES 
(MISSING PARTS) 


The four Binet pictures of figures 9 and 10 (pp. 175, 
177) are used. Present the figure of a woman, figure 9, 
asking simply ‘‘What is missing in this picture of a 
woman?’’ If the subject responds ‘‘hands’’ or ‘‘arms,’’ 
pass on to the next part of the test; but if, instead, he 
says, ‘‘hat,’’ ask ‘‘what else?’’ If, again, he replies in- 
correctly, consider the attempt a failure and pass on to 
the next comparison, figure 10, (b). With the faces (c) 
and (d) of figure 10 covered, present to the subject face 
(b), asking ‘‘ What is missing in this face?’’ If the sub- 
ject replies ‘‘an ear,’’ ask ‘‘what else?’’ If to this he re- 
plies incorrectly, pass on to the next part of the test. 
Present next face (c), keeping face (d) covered, repeat- 
ing the question, ‘‘ What is missing in this face?’’ As in 
the previous parts of the test, give two chances, and no 


s 


MATERIALS AND DIRECTIONS FOR REVISED SCALE 141 


more. Present next, in ike manner, face (d). The cor- 
rect responses for these four missing part questions are 
arma? ore chanas, 7; (eye or “‘eyes,’? “‘mouth’’ and 
‘‘nose.’’? Credit of 1 point should be given for each cor- 
rect response. 


TEST 38. COMPARISON OF LINES AND WEIGHTS 


The materials are the two lines, 5 and 6 centimeters 
long, respectively, by 1 millimeter wide, and 3 centimeters 
apart, figure 11 (p. 179), and four weighted blocks 22 milli- 
meters in their several dimensions and weighing, re- 
spectively, 3, 6,12 and 15 grams. 

(a) Present the lines as they appear in figure 11 with 
the longer one above, saying to the subject ‘‘ Which is the 
longer of these two lines?’’ If the answer is incorrect, 
proceed no farther; but if correct, remove the page from 
view, turn it upside down, and present it to the child with 
the longer line below. If the response is again correct, 
record success; if incorrect, failure. This procedure is 
to obviate the possibility of a chance correct response. 
As in the case of test 1, the subject must here make two 
correct judgments in order to receive full credit, whereas 
one incorrect judgment, whether it occurs in the first or 
the second trial, constitutes a failure. 


(b) The examiner next places before the subject the 
two blocks weighing 3 and 12 grams, respectively, leaving 
« Space of about 5 centimeters between them, and saying 
‘*T wish you to tell me which is the heavier of these two 
blocks.’’ If the subject merely points to a block and says 
‘*this one,’’ ask ‘‘ How do you know?’’ and if he still hesi- 
tates to touch them, say ‘‘ You may touch them if you wish 
to.’? Beyond this, by way of encouragement or sugges- 
tion, the examiner must not go. He must carefully avoid 
suggesting by word or act the lifting of the weights as a 
method of comparing them, but he may say ‘‘You may 
touch them if you wish to,’”’ since otherwise certain young 


142 A POINT SCALE FOR MEASURING MENTAL ABILITY 


children may think that it is not allowable for them to 
touch the cubes. 

If the subject responds cOntoarne by lifting the weights 
and selecting the heavier one, the blocks should be. re- 
versed in position and a second trial should be given. If 
again a correct judgment is made, success should be 
recorded. 

(c) In precisely the same manner, the blocks weighing, 
respectively, 6 and 15 grams should be presented for 
either one or two judgments according to the nature of 
the first response. 

In this test, 1 point credit is given ae each successful 
comparison (each pair of correct judgments) for parts 

, b, and c. A single incorrect judgment constitutes a 
failure in any part of the test. 


TEST 4. MEMORY SPAN FOR DIGITS 


The materials used for the test are presented in full on 
the record blank, and they are also reproduced below. 


1st trial 2nd trial Credit 
(a) 374 581 (1) 
(b) 2947 6135 (1) 
(c) 35871 92736 (1) 
(d) 491572 516283 at 
(e) 2749385 6195847 (1) 


The examiner should say, ‘‘Listen, and repeat exactly 
what I say.’’ He should then distinctly and at the rate 
of two digits per second, in a perfectly monotonous tone, 
repeat the digits under trial 1 (a),—‘‘3, 7, 4.’’ He then 
pauses for the subject’s response. If the stibject fails to 
grasp the idea and makes no response, he should be told 
again to listen carefully and say just what the experi- 
menter says. Then the same group should be re-pre- 
sented. If the subject repeats them correctly, the experi- 
enter immediately passes on tothe group of four digits, 


MATERIALS AND DIRECTIONS FOR REVISED SCALE 1435 
trial 1 (b),—‘‘2, 9, 4, 7.”’ But if, instead, the subject fails 
correctly to repeat group (a) under trial 1, he is given a 
second chance under trial 2, with the digits,—‘‘5, 8, 1.”’ 
If he fails in this second trial, the test is discontinued, 
but if he succeeds, the experimenter credits him with 1 
point and proceeds to the next larger group of digits. 
This needs to be especially emphasized, since we have 
noted that examiners are prone to overlook this rule, and 
if a subject fails in both trials, to credit him with a zero 
for that particular part of the test, and to proceed with 
the next part. The rule is, as we have distinctly stated 
above, to discontinue the test af a subject fails in both 
trials for a gwen number of digits. 

Credit of 1 point is given for each of the five parts of 
the test. 


TEST 5. COUNTING BACKWARD 


No printed material is necessary. Say to the subject, 
‘‘T wish you to count backward from 20 to 1 like this, 25, 
24, 23, 22, 21’’—at this point pause and wait for the sub- 
ject to continue the counting. If he is unable to make a 
start, the experimenter should himself continue ‘‘20, 19, 
18, 17, 16’’—and pause again to give the subject an oppor- 
tunity to take up the counting. If once more the subject 
fails to make a start, the experimenter should continue 
‘15, 14, 18, 12, 11’’—when he again pauses for a few 
seconds. If the subject is still incapable of response, the 
examiner should count ‘‘10, 9, 8, 7, 6’’—and once more 
pause to give the subject a chance. 

If the subject takes up the counting at 20 and continues 
without mistake to 1, 4 points credit should be given. If 
he makes a. single mistake (reversal or omission), he 
should be asked to repeat, and if the mistake is corrected, 
full credit should be given. Otherwise, he should be cred- 
ited with correct response for counting from the next 
multiple of 5 below his mistake. For example, if the 
count is ‘£20, 18, 19, 17, 16,’ and so on correctly to 1, and 


144 A POINT SCALE FOR MEASURING MENTAL ABILITY 


this mistake is made likewise in the second trial, the sub- 
ject is credited with 3 instead of 4 points. If the subject 
counts correctly from 15 to 1, 3 points credit are given; 
from 10 to 1, 2 points credit; from 5 to 1, 1 pomt. The 
rule concerning a single mistake applies, no matter where 
the counting is begun. If more than one mistake is made, 
a second trial should not be allowed. 

In this test not more than 30 seconds should be allowed 
the subject for counting backward. 


TEST 6. REPETITION OF SENTENCES 


For this test the materials appear both in the record 
blank and below. They consist of four sentences instead 
of the three of the original Seale, as follows: 


(2)? alt rain’ alamenunenve 

(b) His nameis John. It is a very fine day. 

(c) The sun is very large and red. Our train was 
more than two hours late. 

(d) It is not necessary to hurt the poor little birds. 
It is night and all the world rests in sleep. 


In giving this test the examiner should say to the sub- 
ject, ‘‘Listen carefully and repeat just what I say.’’ He 
should be sure that the subject is attending, and should 
then read slowly and distinctly the sentences under (a). 
If for any reason the subject fails to make any response, 
(a) should be read to him again and a second chance thus 
given him to get started. In case of failure to repeat 
correctly ‘‘It rains. JI am hungry,’’ the examiner should 
present the sentences under (b), and if failure occurs in 
this part also, the test should be discontinued. 

Great care should be taken to gain the subject’s atten- 
tion and to repeat the sentences distinctly and fairly 
slowly. 

For perfect repetition of (a), 1 point credit is given; 
for perfect repetition of (b), likewise | point credit; for 
perfect repetition of (c) and of (d), each, 2 points credit. 


MATERIALS AND DIRECTIONS FOR REVISED SCALE 145 


In no case is credit given for imperfect repetition, unless 
the examiner is convinced that the subject misunderstood 
o word. 


TEST 7. DESCRIPTION OF THREE BINET PICTURES 


The three pictures in question are reproduced as fig- 
ures 12, 13 and 14 (pp. 181, 183 and 185). 

The experimenter should present picture (a), figure 12, 
saying, ‘‘ Please look at this picture and tell me about it.’’ 
The form of statement is wmportant. If the examiner 
says ‘‘Look at this picture and tell me what you see,’’ 
enumeration rather than description or interpretation is 
likely to be obtained from the young clild. In response to 
the examiner’s request, ‘‘ Please look at this picture and 
tell me about it,’’? the subject may enumerate the parts 
of the picture, may describe it in terms of composition 
and action, or may interpret it in terms of meaning or 
purpose. 

He enumerates if he names, separately, the objects 
which he recognizes in the picture, without indicating any 
of their relations-—for example, in the case of picture 
(a): man, boy, wagon, bucket; or picture (b): woman, 
man, bench, light; or picture (c): man, sofa, tables, chair. 

He describes if he mentions the characteristics of the 
objects, their relations, actions, the nature or condition of 
the situation. Thus, for picture (a): a man and a boy 
pulling a cart; picture (b):a man and a woman sitting on 
a bench in the park; picture (ce): aman looking out of the 
window. 

He interprets if he goes beyond the visual impression, 
or its immediate perceptual value, and attempts to give 
the meaning or emotional value of the picture. Thus, for 
picture (a): aman moving, or the load is heavy, or they 
are Jews, or they couldn’t pay their rent; picture (b): 
they are poor and miserable, or they have no home, or the 
man 1s praying; picture (¢c): a prisoner, or a man who is 
sad and lonesome, or he wants to get out. 


146 A POINT SCALE FOR MEASURING MENTAL ABILITY 


Obviously, interpretation is usually accompamed by 
description, and description usually involves enumera- 
tion. For example, under picture (a): ‘‘a man moving”’ 
is classed as interpretation because of the use of moving. 
Had the subject said ‘‘a man pulling,’’ it would clearly 
be description, whereas the characterization of the act 
as ‘‘moving,’’ although descriptive, is in addition inter- 
pretative. 

The subject having responded as best he can to picture 
(a), and the experimenter having made a record of the 
response, picture (b), figure 13, is presented with a repe- 
tition of the request, ‘‘ Please look at this picture and tell 
me about it.’’ This, in due course, is followed by picture 
(c), figure 14. 

In no case should the experimenter content himself with 
recording merely the credits for a test. Instead, he 
should do his best to record precisely what the subject 
says, since he can then at his leisure decide any difficult 
questions concerning credits. 

The rules for credit in this test are: 1 point for enu- 
meration in the ease of each of the three pictures; 2 points 
for description, whether or not accompanied by enumera- 
tion, and 3 points for interpretation, whether or not ac- 
companied by description. This rule may be briefly sum- 
marized by saying that in the case of mixed response, 
credit should be given for the highest type which appears. 
There are certain instances of interpretation by very 
young children which deserve less eredit than does de- 
seription, but in the present state of our knowledge, it is 
impossible so accurately to define and exemplify as to 
enable the inexperienced examiner safely to exclude them. 


TEST 8. ARRANGING CUBES ACCORDING TO THEIR WEIGHT 


For this test the materials are five wooden cubes, of 
which four are used in test 3. These cubes measure 22 
millimeters in each direction, and weigh, respectively, 3, 
6, 9, 12 and 15 grams. They should be inconspicuously 


MATERIALS AND DIRECTIONS FOR REVISED SCALE 147 


marked by the experimenter so that he can recognize 
them without having the subject’s attention attracted to 
the markings. 

The examiner should place the five cubes on the table 
before the subject within easy reach, and should say, 
‘““These little blocks are all the same size, but they weigh 
different amounts. Some are heavier and some are 
lighter. I wish you to place the heaviest one here; and 
next to it, here, the one which is just a little less heavy ; 
and then, here, the one which is a little less heavy than 
that; and then the one still a little less heavy; and finally, 
here, the lightest one of all.’? While saying these words 
the examiner should point to the position on the table 
where each block belongs. It is essential to give this ex- 
pheit form of direction to young children, whereas for 
older children or adults, it is necessary only to say, ‘‘I 
wish you to arrange these blocks in order of weight, be- 
ginning with the heaviest one, here, and placing the light- 
est one here, at the opposite end of the series.’’ By expe- 
rience the examiner learns to what extent it 1s necessary 
to follow the detailed directions. It is obviously a waste 
of time to say so much to the intelligent adult, or even to 
the normal child of ten. 


If the arrangement first made is not correct, a second 
trial should be given, and the subject should be cautioned 
to be careful and not to hurry too much. 

Credit of 2 points is given for one correct arrange- 
ment, and 1 point, if in either the first or the second trial 
the arrangement is correct, except that two consecutive 
blocks are interchanged. 


TEST 9. COMPARISON OF THREE PAIRS OF OBJECTS 


- 


The three pairs of objects are: 
(a) apple and banana. 
(b) wood and glass. 
(ec) paper and cloth. 


148 A POINT SCALE FOR MEASURING MENTAL ABILITY 


The examiner should proceed in this manner: ‘‘ You 
know what an apple is; you know what a banana is? Tell 
me how they are different from one another.’’ In the 
same way, questions are asked for wood and glass, and 
paper and cloth. 

Many children are satisfied when they have given one 
point of difference, such as, for example, ‘‘An apple is 
round and a banana is long’’ or ‘‘An apple is red and a 
banana is vellow.’’ In such instances the examiner 
should say, in order to make certain that the child is un- 
able to go farther, ‘‘ What other differences are there?”’ 
He should not, in any ease, give other aid or encourage- 
ment than this. 

Credit of 1 point is given for one correct point of dif- 
ference, in the case of each pair of objects, and 2 points, 
for two or more correct points of difference, in the case of 
each pair. 


TEST 10. DEFINITIONS OF CONCRETE TERMS 


The terms, appearing both in the record blank and 
below, are: (a) spoon; (b) chair; (c) horse; (d) baby. 

The examiner asks ‘‘ What is a spoon?’’ pauses for the 
subject’s reply, records the same, and then proceeds to 
ask, similarly, ‘‘ What is a chair?’’ and so on. Since there 
are some difficulties in awarding credits in this test, we 
shall give numerous examples. The general rule is to 
give a credit of 1 point for any definition in terms of use, 
and 2 points for any definition which is superior to use. 

Examples of responses for which no credit should be 
given are the repetition of the word or pointing to the 
object and saying ‘‘that.’’ 

Hxamples of satisfactory definition in terms of use are: 
‘fa spoon is to eat with’’ or ‘‘something to eat with’’; ‘‘a 
chair is to sit on’’ or ‘‘something to sit on’’; ‘‘a horse is 
to drive’’ or ‘‘something to drive’’; ‘‘a baby is to ery’? 
or ‘‘to play with’’ or ‘‘take care of.’’ 

The following are examples of definitions barely supe. 


MATERIALS AND DIRECTIONS FOR REVISED SCALE 149 


rior to use: ‘‘a spoon is an instrument or article to eat 
with’’; ‘‘a chair is an instrument or article to sit on’’ or 
‘‘a piece of wood’’ or ‘‘furniture to sit on’’; ‘‘a horse is 
an animal’’ or ‘‘a beast of burden’’; ‘‘a baby is a small 
ehild.’’ Any definition in which use is preceded by the 
word ‘‘object,’’ ‘‘article,’’ ‘‘instrument’’ should be rated 
as superior to use; whereas, if the word ‘‘thing’’ or 
_‘*something’’ is used instead of ‘‘object,’’ ‘‘article’’ or 
‘‘instrument,’’ the definition should be classified as in 
terms of use. 


Definitions descriptive of the objects are obviously su- 
perior to use, and it is needless to give examples. But 
most perplexing of all to the inexperienced examiner are 
certain single-word definitions. hese may be classed as, 
first, synonyms. For these 1 point credit should be given. 
Examples are: baby = infant or child; chair = stool or 
rocking-chair. Second, are single-word descriptions 
which are not synonyms, but name some particular part 
or quality of the object, as, for example: spoon = silver; 
chair = wood; horse = meat; baby = skin. For all of 
these, and the like, only 1 point credit should be allowed. 
Third, single-word definitions which involve classification, 
as, for example: horse = animal; baby = person or 
human being; chair= furniture. For all such definitions 
2 points credit should be allowed. 


It is practically certain that the above examples and 
directions will not satisfactorily meet all of the needs of 
those who use the Point Seale, but they should at least 
minimize the uncertainties and irregularities in crediting 
responses under this test. 


TEST 11. RESISTANCE OF VISUAL SUGGESTION 


The materials for this consist of the six pairs of lines 
presented in figures 15 to 20 (pp. 187—197). In each case 
the members of a pair are separated by 1 centimeter. The 
lines are approximately 1 millimeter in width. The meas- 


150 A POINT SCALE FOR MEASURING MENTAL ABILITY 


urements for the several pairs are as follows: pair (a), 
figure 15, lefthand member 4 centimeters, righthand 
member 5 centimeters; pair (b), figure 16, 5 centimeters 
and 6 centimeters, respectively; pair (c), figure 17, 6 
centimeters and 7 centimeters, respectively; pairs (d), 
(e), (f), figures 18, 19 and 20, 7 centimeters and 7 centi- 
meters. 

As the experimenter presents the lines of figure 15 he 
asks, ‘‘ Which is the longer of these two lines?’’ He notes 
the response, preferably remembering rather than stop- 
ping to record it, turns immediately to figure 16, and re- 
peats his question. He next presents figure 17, again re- 
peating the question in precisely the same way. Without 
needless delay, he next presents the lines of figure 18, 
changing the form of question to ‘‘and of these?’’ and re- 
peating the same question for each of the remaining pairs, 
figures 19 and 20. The subject’s judgment in the case of 
each of the six pairs should be recorded. 

If any one of the judgments for the first three pairs of 
lines, (a), (b), (¢), 1s incorrect, no credit should be given 
for the test. If, in case of the pairs of lines (d), (e), (f) 
the subject replies that the lefthand member of the pair 
instead of the righthand member is the longer, or if he 
says that they are equal, 1 point credit is given for each 
of the three pairs. That is, 1 point credit is given for 
each resistance of the suggestion, from the first three 
pairs of lines, that the righthand member of the pair is 
the longer. ) 

We have noted that various examiners misunderstand 
this test and give it wrongly. They often give credit for 
the judgments concerning (a), (b) and (ce). We there- 
fore call special attention to the directions and empha- 
size the need of a thorough understanding of the purpose 
of the test in order to give it correctly and properly 
evaluate the results. 


MATERIALS AND DIRECTIONS FOR REVISED SCALE 151 
TEST 12. COPYING OF SIMPLE GEOMETRICAL FIGURES 


For this test the materials, consisting of a square, 4 
centimeters on the side(inside measurements) with lines 
1 millimeter wide; and a diamond 5 centimeters on the 
side (inside measurements) with lines 1 millimeter wide 
are presented in figures 21 and 23 (pp. 199, 205). 

The experimenter proceeds with part (a), figure 21, of 
the test by placing the square before the child and saying 
‘‘Please draw on the back of the record sheet with this 
pencil a figure just lke the one before you.’’ It is, of 
course, absolutely necessary, if comparable results are to 
be obtained, that the square be placed directly in front of 
the subject, so that he does not get a distorted image of it. 

As soon as the square has been completed, the experi- 
-menter should proceed with part (b) of the test by pre- 
senting the diamond shown in figure 23, with the repeti- 
tion of his former request in precisely the same words. 
It is essential that the figure of the diamond be placed 
squarely before the subject with the orientation which it 
has in the figure. 

Since there ‘are difficulties, also, in giving credit for 
performance in this test, we give not only verbal direc- 
tions for the guidance of the examiner, but we present in 
heures 22 and 24 (pp. 201, 205) reproductions of drawings 
which represent the chief types of performance likely to 
be met with. 

The verbal directions are for (a), the square: give » 
points for any figure which shows approximate equality 
of both lines and angles (figure 22, a); 1 point credit for a 
figure which shows approximate equality of angles but 
not of lines (figure 22, b), and 1 point for a figure which 
shows approximate equality of lines but not of angles 
(figure 22, ce); for anything poorer (figure 22, d), no 
credit should be given. 

In the case of (b), the diamond, give 2 points credit for 
any figure which shows approximate equality of both 


152 A POINT SCALE FOR MEASURING MENTAL ABILITY 


pairs of opposite angles (figure 24, a); and 1 point credit 
for any figure which shows approximate equality of only 
one pair of opposite angles (figure 24, b) ; no credit should 
be given for anything which is indistinguishable from a 
square or unidentifiable readily as a diamond (figure 
24.C). 

TEST 13. FREE ASSOCIATION 


The only materials used in this test are the examples. 
These the examiner should thoroughly commit to memory, 
so that he can give them quickly, surely, and without ret- 
erence to the printed page. The procedure should be as 
follows: To the subject the examiner should say, ‘‘I wish - 
you to say all the words that you can think of in three 
minutes. When I say ‘ready,’ you begin and say as many 
words as you can before I tell you to stop. Say such 
words as pin, table, grass, trees, clouds, horse, dog, brook. 
All ready! Begin.’’ 

With either a stop-watch or the second-hand of an ordi- 
nary watch to guide him, the experimenter keeps track of 
the passage of time, while recording, in the space for the 
appropriate halfsminute on the record sheet, a stroke for 
each word uttered. If the child stops, as though assuming 
that enough words had been given, at the end of a half- 
minute period, the experimenter should say, ‘‘Go on, 
please,’’ and he should repeat this, if necessary, at the end 
of each half-minute of the three-minute period. Repeated 
words, if recorded the second time, should be indicated 
by a dot above the stroke. But it is even more convenient 
to omit them entirely, and it is an advantage in counting 
the words if the strokes are grouped in fives by crossing 
each successive group of four. 

Especially important in this test is the giving of the 
same words as examples and the stimulation or attraction 
of attention to the task, if necessary, at the end of each 
half-minute. 

Credit is given for words or phrases (except in the case 
of repetitions) as follows: 1 point eredit for from 30 to 


MATERIALS AND DIRECTIONS FOR REVISED SCALE 153 


44 words, inclusive; 2 points for from 45 to 59 words, in- 
elusive; 3 points credit for from 60 to 74; 4 points for 
7) and upward. 


THST 14. THE USE OF THREE GIVEN WORDS IN ONE 
SENTENCE 


On the back of the record sheet the examiner should 
write plainly the words—Boston, money, river. He next 
shows them to the subject and reads them over twice. 
Having thus prepared the way, he should say ‘‘I wish 
you to make one sentence in which the three words Boston, 
money, and river are used.”’ 

The examiner must make perfectly certain that the 
subject understands the three words, knows what is meant 
by a sentence, and grasps the fact that one, not two or 
more sentences, is required. It is especially necessary 
to emphasize that the three words are to be used along 
with other words in making one good sentence. The sen- 
tence need not be written by the subject unless he prefers 
to do so, but should be recorded by the examiner. 

Disjointed ideas connected by ‘‘and’’ are to be rated 
as two or more sentences—for example, ‘‘There are many 
rivers in Boston, and one can spend his money.’’ This 
should count as two sentences. Whereas, ‘‘I crossed the 
river to Boston to spend my money”’ is obviously one 
sentence. Satisfactory, also, are complex sentences, such 
as, ‘‘The rivers in Boston don’t bring much money to the 
city because they are not navigable.’’ 

Credit of 4 points is given if the three words are used 
in one sentence; 2 points, if they are used in two separate 
sentences, or in sentences very loosely connected, and no 
credit for more than two sentences. 


TEST 15. COMPREHENSION OF QUESTIONS 


The materials for this test are the following four ques- 
tions, each of which is indicated by two or three words on 
the record blank: 


154 A POINT SCALE FOR MEASURING MENTAL ABILITY 


(a) If you were going away and missed your 
train, what would you do? 

(b) If someone has been unkind to you and says 
he is sorry, what should you do? 

(ec) Why should you judge a person by what he 
does rather than by what he says? 

(d) Why do we more readily forgive an unkind 
act done in anger than one done without 
anger? 


The examiner should repeat question (a) slowly and 
distinetly twice, and then encourage the subject, if neces- 
sary, to make some reply. The answer should be re- 
corded on the record blank either in full or in substance. 
~The examiner should in like manner present questions 
(b), (e) and (d). 

Satisfactory replies are as follows: (a) ‘‘wait for the 
next’’ or ‘‘take an electric car’’; (b) ‘‘forgive him’” or 
‘‘pardon him’’; (ce) ‘‘because one is more sure of acts 
than of words”’ or ‘‘because one may lie in what he says, 
but you’re sure of what he does’’; (d) ‘‘an angry person 
is not responsible or does not realize what he does’’ or 
‘‘an act done in anger is not intentional.’’ For these, or 
answers expressing like ideas, full credit of 2 points for 
each question is allowed. 

For less comprehensive and intelligent answers, such 
as (a) ‘‘go home’’, (b) ““be kind to him” or “**do noth 
ing’’, (c) ‘factions speak louder than words’’, partial 
eredit of 1 point for each question is allowed. 


TEST 16. DRAWING DESIGNS FROM MEMORY 


The two Binet designs in figure 25 (p. 207) are used for 
this test. 

The examiner should say to the subject, ‘‘I am going 
to show you two drawings. After you have looked at 
them, I shall take them away and ask you to draw both of 


MATERIALS AND DIRECTIONS FOR REVISED SCALE 155 


them from memory. You must look at them carefully 
~beeause you will see them for only fifteen seconds, and 
that is a very short time.’’ 

The examiner then presents the designs in the orienta- 
tion indicated by the figure, and with either a. stop- 
watch or the second-hand of an ordinary watch, deter- 
mines properly the interval of exposure. The subject 
should then be given opportunity, immediately, to repro- 
duce the designs in pencil on the back of the record sheet. 

Credit of 2 points is given for each correct reproduc- 
tion, even although the lines of the drawings are irregu- 
lar (see figures 26, a (p. 209) and 27, a (p. 211) ). For im- 
perfect reproductions, such as those in which the ree- 
tangle is placed in the center of the prism section, figure 
26, b, or the small squares of design b turned outward in- 
stead of inward, figure 27, b, 1 point credit is given. No 
credit is given for anything poorer than the above. Fig- 
ures 26, c and 27, ¢ represent unacceptable drawings. 


TEST 17.. CRITICISMS OF ABSURD STATEMENTS 


The following five absurd statements constitute the 
material for this test: 


(a) We met a finely-dressed gentleman. He was 
walking along the street with his hands in 
his pockets and swinging his cane. 


(b) An unlucky bicyele rider fell on his head and 
was instantly killed; they took him to the 
hospital and fear that he cannot get well. 


(ec) A little boy said: ‘‘I have three brothers, 
Paul, Ernest, and myself.’’ 


(d) At the crossroads was a guide-post with the 
following directions: ‘‘ Boston, three miles 
and a half; if you can’t read, inquire at the 
blacksmith shop.’’ 


156 A POINT SCALE FOR MEASURING MENTAL ABILITY 


(e) It has been found that the last car of a train 
is damaged most in case of accident. It, 
therefore, would be better to leave off the 
lasivcar. 


The examiner should proceed by saying, ‘‘I am going 
to read some sentences to you. In each one of them there 
is something foolish or absurd. (He should make sure 
that the child understands what is meant by ‘foolish’ or 
Ly ‘absurd.’) Listen carefully and tell me each time what 
it is that is foolish.’’ He should then repeat (a) slowly 
and distinctly twice and ask, ‘‘ Now, what is foolish about 
that?’’ So, in turn, each of the five parts of the test 
should be presented, with sufficient interval between the 
parts to permit the examiner accurately to record the 
subject’s response. 

After a reply has been made, it is safest to question a 
subject, especially if a voung child, to make sure that he 
really appreciates the absurdity. For example, the child 
may reply to question (c) ‘‘myself,’’’and in answer to 
further questioning he may say that the speaker should 
have used his own name. This, of course, indicates that 
he does not appreciate the absurdity. 

Credit of 1 poimt is given for each absurdity discov- 
ered; no partial credits are allowed. 


TEST 18. CONSTRUCTION OF SENTENCES 


For this test the three groups of words presented in 
figure 28 (p. 213) should be used. The arrangement and 
spacing is important—hence the words are not repro- 
duced at this point, since were they, the examiner might 
make use of them in other than the regular form. These 
three groups are indicated as parts (a), (b), and (c) of 
the test. 

The order is important, since (a) is much easier than 
either (b) or (ec), and (c) is distinctly more difficult 
than (b). 


MATERIALS AND DIRECTIONS FOR REVISED SCALE 1b7 


The examiner should say to the subject, ‘‘ You see these 
words. Read them to me, please.’’?’ And having assured 
himself that the subject recognizes the words, he should 
continue, ‘‘Now please arrange them so that they make 
sense. Make one good sentence out of them, using every 
word that you read, but no other words.’’ 

The subject should be allowed only three minutes for 
actual work on this test. The sentences are to be spoken, 
not written. 

The most natural form for the SEM follows: (a) 
‘‘T asked the teacher to correct my paper’’; (b) ‘‘A good 
dog defends his master bravely’’; (c) ‘‘We started for 
the park at an early hour.’’ For each of these sentences, 
credit of 2 points is allowed; but credit should be allowed 
also for other sentences, which, although not as natural 
to the adult as the above, still make perfect sense and are 
unquestionably, from the childish standpoint, perfectly 
satisfactory. Such, for example, are: under (a), ‘‘I asked 
my teacher to correct the paper’’; under (b), ‘SA master 
defends his good dog bravely’’ or ‘‘A good master de- 
fends his dog bravely’’; under (c), ‘‘We started early 
for an hour at the park’’ or ‘‘We started for the park at 
an hour early.’’ For such sentences full credit should be 
allowed, and for any others including all of the words so 
arranged as to make sense and to convince the examiner 
that the child both understands his task and is able to 
meet all except the requirements of conventional form 
and elegance of expression. 


TEST 19. DEFINITIONS OF ABSTRACT TERMS 


The three abstract terms (a) charity, (b) obedience 
and (¢) justice are used. 

The examiner should say simply, ‘‘What does charity 
mean?’’ and after recording the response, ‘‘ What does 
obedience mean?’’ and so on. 

The definition of charity should express two ideas, that 
of unfortunates and of kindness shown to them. If the 


158 A POINT SCALE FOR MEASURING MENTAL ABILITY 
subject replies ‘‘love,’’ ask him ‘‘what sort of love?’’ or 
‘‘to whom is the love shown?’’ The definition of obedience 
should be ‘‘to do what you are told,’’ or something sim1i- 
lar. If the subject says ‘‘to obey,’’ ask him what obey 
means. he definition of justice should express the idea 
of persons being treated according to their merits, of 
fairness, or of protection accorded to people and their 
interests. If the subject replies ‘‘justice of the peace”’ 
or names an individual, he should be told that that is not 
the kind of justice meant and should be given another 
trial. 

For an acceptable response, as above defined, credit of 
2 points is given in the ease of each of the three terms; 
no partial credits are allowed. 


TEST 20. ANALOGIES 
The six analogies presented below are employed: 

(a) Oyster is to shell as banana is to—(skin or 
peel). 

(b) Arm is to elbow as leg is to—(knee). 

(c) Head is to hat as hand is to—(glove or 
mitten). 

(d) Truth is to falsehood as a straight line is to— 
(a crooked or a curved line). 

(e) The known is to the unknown as present is 
to—(future or absent). 


({) Storm is to calm as war is to—(peace). 


The examiner should proceed as follows: ‘‘If I say 
‘man 1s to boy as woman is to ———,’ what should you 
say?’’? He should then pause for a second, and if the 
subject does not respond ‘‘girl,’’ he should himself sup- 
ply the word and continue, ‘‘for girl has the same relation 
to woman as boy has to man.’’ He should then proceed to 
give two additional examples, allowing the subject to sup- 
ply the missing term in each ease, or, if he cannot do so, 


MATERIALS AND DIRECTIONS FOR REVISED SCALE 159 


telling him-what it is. The examples are: ‘‘Boat is to 
Water as train is to ————”’ (track); ‘‘Chew is to teeth 
as smell is to —’’ (nose). Having made such prepa-. 
ration for the actual test, the examiner should caution 
the subject, ‘‘ Now, think well before you speak. Don’t 
hurry.’’? He should then present (a), record the result, 
and pass on to (b), and so on. 

Credit of 1 point is allowed for each correct analogy. 
What is expected in each case has been indicated above in 
parentheses. : 


The above directions for giving the point-scale exami- 
nation should, if carefully studied, suffice to enable the 
examiner to work with reasonable accuracy. As was 
stated at the beginning of the chapter, there are certain 


TABLE of 


Numbers of Tests in the Original and in the Revised Point Seales. 


Revised Original Maximum 
No. of test. No. of test. Descriptive title of test. credit. 
1 Fi Aesthetic comparison and judgment... 3 
2 8 Perception and comparison of pictures 
Crip SITLOM ELS fe ir cee ek ed Sates bs ce ss { 
S 4 Comparison of lines and weights..... 3 
-L "3 Memory span for eae hd. Se  Atareae ae 5 
» a4 Counting backward. hte eee WE 4 
G 1 Repetition of sentence CS eva > ee G 
ii 2 Descr iption of three Binet pic tune Ose 9 
Ss 14 Arranging cubes according to their 
Veer Pires Het a vc gece Mee hk Sa a ea ahh cade? chee 2 2 
‘) 10 Comparison of the three pairs of 
: OUIECIS Sige. DES ce Soha rn, G 
10 6 Definitions of concrete ‘terms. ee eee 8 
11 16 Resistance of visual suggestion. ...... a 
12 5 Copying of simple geometrical figures. -f 
s 9 PE TRGOCLRULOT hs a 5 eettcc haba Sere a ets Si. 8 4 
14 13 The use of three given words il one 
, OTT BC IACE: tomy Mt el eter enna G tpinciy.'s: aha 4 
15 12 Comprehension of questions.......... 8 
16 19 Drawing designs from memory........ 4 
17 15 Criticisms of absurd statements. ..... 5 
1S 20 Construction of sentences............ G 
19 Wi Definitions of abstract termsS......... 6 
20 18 MLC HE Oe Lae ene cid GH Mo au aka aie bs 6 


CODE ih ates 100 


160 A POINT SCALE FOR MEASURING MENTAL ABILITY 
advantages in having all of the materials loose instead 
of bound in a book. This is especially true of the mate- 
rials for the various picture tests and the drawing tests, 
while it is, on the contrary, an advantage to have the six 
pairs of lines used in test 11 in a bound volume. In order 
that examiners may be able to take their choice in this 
matter, we have arranged with the C. H. Stoelting Com- 
pany of Chicago for the manufacture of all of the mate- 
rials necessary for the Point Seale. Information con- 
cerning the cost of complete or partial sets of these mate- 
rials may be obtained by writing to the firm, under the 
address given on page 155. 

It should at this point be emphasized that in case an 
examiner attempts to make up a set of materials for him- 
self, he should reproduce, exactly, the figures of this vol- 
ume. We have taken pains to give accurate deseriptions, 
and also to have the materials as reproduced in our book 
agree exactly with those supphed by the C. H. Stoelting 
Company. 

It remains to give certain brief directions concerning 
the use of norms in the evaluating of results of examina- 
tions. | 


METHODS OF EXPRESSING POINT SCALE RESULTS 


Having obtained the point-seale score for a given indi- 
vidual, the examiner should classify the subject with 
respect to age, sex, language status, and sociological con- 
dition. He may then turn to the appropriate norm in 
chapter 5 and there read the average score for the group 
in which the subject in question belongs. 

By way of illustration, let us consider the data for : 
child examined in School B. The individual, chosen at 
random, belongs in the English-speaking group of males 
six years old, and is of medium to poor sociological status. 
These data, of course, enable us so to classify him as to 
select the appropriate norm in chapter 5. This is found 
on page 71, figure 5. From this figure we discover that 


MATERIALS AND DIRECTIONS FOR REVISED SCALE 161 


the norm for the six-year-old Hnglsh-speaking boy of 
School B is 29 points. The individual in question actually 
scored only 25 points. It is therefore clear that he is men- 
tally somewhat below the average for lis age. This 
amount of inferiority in terms of years may also be ob- 
tained from figure 5, since it is indicated that 25 points 
is the average for a boy 5.5 years of age. He is, therefore, 
to be rated as .o year below age. 

There are various ways of expressing the relation of 
the score actually achieved to the expected score or norm. 
There are four expressions which seem to us useful in 
reporting the result of an examination. These are, first, 
the point-seale score; second, the mental age; third, the 
mental status, and fourth, the coefficient of intellectual 
ability.” These several values have been determined for 
9 individuals, selected from table 25, and the data for this 
small group appear in table 35. As this table indicates, 
once in possession of the actual age and the point-scale 


TABLE 35. 


Cases (from Table 25°" and Figure 3) Illustrating Different Modes of 
Expressing Results of Point Scale Examinations. 


Case Lan- Chronologi- Coef. Mental Mental 
no. Sex. guage.* calage. Score. Norm. of I. A. age. status. 
74 M N-E 4.4 AG 15 0.40 4.0— —0.4+ 
10 M E 4.7 Th 21 0.52 4.0— —0.7-+ 
88 F E 5.0 44 24 1.83 8.2 +2.9 
56 F E la ot on 1.00 14 +0.1 
51 F 2 7.6 is 38 0.39 4.0— —8.6-+- 
61 F E 9.1 77 56 1.38 12.0 +2.9 
By. M E 11.0 84 65 1.29 15.0+ +-4,0-+ 
63 F E Ngee TL 79 0.90 11.5 —=1.7 
89 M E 22.0 45 90+ 050— 8238 —13.7 


*N-E — Non-English-speaking. IE — English-speaking. 
“Tn connection with Table 25 (and 35, therefore) the general language norms 
instead of the more special sex and language norms were used. 


“For the individual considered in the preceding paragraph these values 
are: Score, 25 points; mental age, 5.5 years; mental status, — .5 year; 
coefiicient of intellectual ability, .8G. 


162 A POINT SCALE FOR MEASURING MENTAL ABILITY 


score of an individual who has been classified with respect 
to important items of information, the examiner, by ref- 
erence to the appropriate norms, can determine the mental 
age, mental status, and coefficient of intellectual ability. 
for example, in case of individual number 74, a non-Hng- 
lish-speaking male 4.4 years of age, credited with a score 
of 6 points, the norm is 15 points. The score divided by 
the norm; that is, 6 divided by 15, yields .40 as the coeffi- 
cient of mental ability. The mental age, ascertained by 
reading the age for which the score 6 points is the norm, 
is 4.0-years. The mental status is the difference between 
the mental age and the chronological age. In this particu- 
lar instance it is —.4+ year. We place a minus sign be- 
fore this value because the mental age is less than the 
chronological age. 

Most convenient and most reliable, we believe, of these 
several modes of expressing the mental standing of the 
individual is what we have called the coefficient of intel- 
lectual ability. This, as has been stated above, is the 
score divided by the norm. We recommend the use of this 
coefficient instead of, or if comparison with Binet ratings 
is to be made, in addition to, the age status. 

It has already been pointed out that the norms of-chap- 
ter 5 are in certain respects inadequate. Their short- 
comings will be most apparent in relation to individuals 
of good to excellent sociological status. It is therefore 
highly desirable that every examiner who makes extensive 
use of the Point Seale should, as it becomes possible, 
revise and correct, as well as supplement, the norms 
which we have obtained. 


Part V 
Ee UIT LOOK 


By Ropert M. YERKES 


CHAPTER 12 
PROPOSALS FOR A’ UNIVERSAL POINT SCALE 


The Point Seale, which we have described both in its 
original form and in the revised form in which we now 
recommend it, has a number of serious defects which will 
be apparent to all who are experienced in making mental 
measurements. In our opinion, chief among these defects 
are, first, the inapplicability of the Seale to individuals 
of all ages with an equal measure of satisfactoriness ; 
and s eccontt the utter inadequacy of the measurements of 
affectivity which are included. 

Some of the less important shortcomings Mitnately 
related to the grave defects above mentioned are: the 
indefiniteness and incompleteness of our knowledge of 
what is measured by the several tests; the absence of a 
satisfactory basis for weighting the several tests; the lack, 
in a number of instances, of gradation in difficultness or 
of uniformity of gradation, and the inequality of dis- 
tribution of the measurements among the important. in- 
tellectual functions. 

In spite of these defects, we are convinced that the Re- 
vised Point Seale will prove extremely serviceable to all 
examiners who use it intelligently in connection with re- 
liable norms. We are further convinced that its serious 
defects are far less numerous than are those of the Binet- 
Simon Seale. Our experience in the trying out of the 
original Point Seale has, while revealing: to us the short- 
comings of the method, convinced us that the principles 
involved are worthy of more satisfactory expression in 
a highly perfected scale. We propose, therefore, and 
indeed have even now undertaken, to develop what may be 
ealled a Universal Point Seale, in which the principles 

165 


166 A POINT SCALE FOR MEASURING MENTAL ABILITY 


of a single series of measurements, graded with respect 
to difficultness, and of credit according to merit, shall be 
so used that individuals ranging in age from three years 
through maturity may be measured with equal satisfae- 
toriness, and their mental status expressed not partially, 
as for example, in terms of intellectual ability, but, more 
completely, by means of an equation which shall include 
affectivity as well as the other principal mental functions. 

For the sake of brevity of presentation, we offer below 
a list of the principles involved in our proposed Universal 
Seale. 


PRINCIPLES OF A UNIVERSALLY APPLICABLE MEASURING SCALE 
FOR ‘MENTAL ABILITY 


1. <A single series of measurements to be made on all 
subjects examined, irrespective of age. (It will, 
of course, be impossible to include the first two 
years of life.) | 

2. The gradation of each member or part (test) of the 
Seale with respect to difficultness, so that measure- 
ment by means of each part may be made with 
equal facility and accuracy of the capacity of the 
child of three and the adult. (We, of course, in- 

clude the determination of the absence of a cer- 
tain capacity among the measurements above re- 
‘ferred to.) 

5. A system of credits according to the nature and extent 
of the subject’s response, the maximum credit 
(weighting) of each part of the Scale being deter- 
mined in the light of important coefficients of cor- 
relation. 

4. Distribution of the several measurements in the 
series equally among the chief mental processes, 
as, for example, according to the following four 
categories: 


~ 
. 


PROPOSALS FOR A UNIVERSAL POINT SCALE 167 


(a) Receptivity, including such functions as 
sensibility, perceptivity, discrimination, 
and association. 

(b) Imagination, including memory, in its va. 
rious aspects, and constructive imagina- 
tion. 

(c) <Affectivity, including simple feeling, emo- 
tion, sentiment, volition, and suggesti- 
bility. 

(d) Thought, including ideation, judgment, and 
reasoning. 


Selection of the twenty parts of the Scale so that 


there shall be five for each of the groups of mental 
functions, classified under the headings: recep- 
tivity; imagination; affectivity, and thought. 


A maximum credit of 200 points, one-fourth of 


which shall belong to each of the above mentioned 
eroups of processes. 


The presentation of the result of an examination by 


the use of an equation in which the achievement 
of the individual with respect to each of the groups 
of mental functions appears after a capital letter, 
indicating the set of functions and over a Pe sult 
which indicates the average for the group in which 
the subject belongs. For example, individual B 
scored 48 points in the tests of receptivity; 48 
points in the tests of imagination; 22 in the tests 
of affectivity, and 40 in the tests of thought. His 
total score is, therefore, 153 of the possible 200 
points. Supposing that he be a male, sixteen years 
of age, of good environment, unhampered by lan- 
enage difficulties, and that the average score for 
the group in which he belongs is: total score, 165 
points; receptivity, 40 points; imagination, 42 
points; affectivity, 45 points, and thought, 38 
points; then the equation So ACNE of B’s mental 
ability would read B=R.43+1 48+A.3#2+T.48 =143 


16S A POINT SCALE FOR MEASURING MENTAL ABILITY 


From this equation it is evident that B attains one 
hundred and fifty-three one hundred and _ sixty- 
fifths (.98 = coefficient of mental ability) of the 
expected score for his group. It is further indi- 
eated that he is above expectation in receptivity, 
imagination and thought, while being distinctly 
below expectation in affectivity. Such a result of 
preliminary mental examination by the Universal 
Point Seale would immediately suggest to the ex- 
aminer the desirability of a more thorough study 
of the affective characteristics of subject B. 

8. Asa practical matter, it is proposed that the Univer- 
sal Seale be arranged on the four pages of a record 
sheet which is folded once. On a page the several 
measurements of one category shall be arranged 
in order of increasing difficultness, and the same 
shall hold, as was indicated in 2 above, of the ar- 
rangement within any given test of the series. 

9. The methods of measurement shall be chosen, so far 
as possible, with a view to simplicity of materials, 
and ease and uniformity of observation and of 
scoring. 

10. The Universal Seale shall be wholly dependent for 
its value on safely established norms. 


It is our expectation shortly to publish a provisional 
form of this proposed Universal Seale, hoping that we 
may obtain assistance from those who are interested in 
trying out the parts in bringing it to such a state of 
perfection as shall render it of great practical value. 

Since the proposed Universal Seale will doubtless be 
somewhat more difficult to use and require more time than 
the present Point Scale, it seems probable that the latter 
may continue to be serviceable and preferable to the for- 
mer where only a practically reliable basis for classifiea- 
tion according to intellectual capacity is demanded. 


By an error of the printer the folios do not 
appear on pages containing Figures 7 to 28, 


Figure is page 171 
Figure is page 1738 
Figure is page 175 
Figure is page 177 
Figure is page 179 
Figure is page 181 
Figure is page 183 
Figure 14 is page 185 
Vigure 15 is page 
Figure is page 
Figure 17 is page 
Figure page 
Figure ° page 
Yigure is page 
Figure 21 is page 
Figure 22 is page 
Figure is page 
Figure 24 is page 
Figure 2: page 
Figure 2 page 
Figure page 
Figure 28 is page 


FIGURES 7 TO 28 


Test 1, trial 1, Aesthetic Judgment. 


Figure 7. 


Aesthetic Judgment. 


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Teste le trial -: 


Figure 8. 


igure 9.—Test 2, a. Missing Parts. 


Figure 10.—Test 2, b, ¢, d.° Missing Parts. 


Figure 11.—Test 8, a. Comparison of Lines. 


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a. 


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igure 21.—Test 12, a. Copy for Square. 


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Figure 22.—Test 


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12, 


ad. 


Types of Drawing. 


igure 23.—Test 12, b. Copy for Diamond. 
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Figure 24.—Test 12, 0D. 


Types of Drawing. 


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Figure 27.—Test 16, 


b. 


Types of Drawing. 


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teacher correct the 

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hour for we early at 
park an started the 


igure 28.—Test 18, a. b and e. Sentences. 


NABH DDS 


Abstract terms, definitions of, 157. 
Absurdities, criticism of, 131, 155. 
Adult, and Binet Seale, 94. 
intelligence of, S89, 
Aesthetic comparison, 129, 139. 
Age arrangement of tests, 31. 
$inet, 98. 
departure from, 99. 
Analogies, 132, 158. 
Applicability of scales, 45, 89. 
Association, 152. 
Averages, method of obtaining, 58. 


Melle J. AG. OU. 
Berry, C. S., 4. 
Binet age, 98. 
anomalies of, 115. 
pictures, description of, 128, 145. 
results, anomalies of, 35. 
scale, eriticisins of, 31, 41. 
history of, 37. 
limitations of, 44. 
reliability of, 38. 
Binet-Simon Seale, 36. 
tests, 18, 19. 
status, 98 
tests, methods of giving, 34. 
-Burt, -C., 4. 


Coefficient of intellectual ability, 
161. 
Comparison of Binet and Point 


Seales, 95. 
of lines and weights, 129, 141. 
of remembered objects, 147. 
of weights, 151, 146. 
Comprehension, of questions, 
Lis ; 
Concrete terms, definitions of, 
Counting backward, 130, 148. 
Criticism, of absurdities, 15 
of Point Seale tests, 128. 


148. 


155. 


Decroly, 32. 

Defective individuals, 60. 

Definitions, 129, 132, 148. 
of abstract terms, 157. 

Degand, 32. 

Description defined, 145, 


- 


Diamond, copying of, 151. 

Digits, memory for, 142. 

Dine, H. B., 8&6. 

Directions for giving Point Scale, 

139. 

Double examinations, 95. 

Drawing, from memory, 154. 
simple figures, 151. 
square and diamond, 129. 

Educational status and Point Scale 

results, 91. 

Knumeration defined, 145. 

Knvironment, influence of, 73, 75. 

Kquation of mental ability, 167. 


Iavored individuals, 75. 
Kitzgerald, M. E., 2. 
POSS HS WZ: 

Iree association, 130, 152. 
I‘unctions measured, 7, 8. 


Oddard. Th. Ey -1ty oo 


IIebrews, results for, 83. 
Heterogeneity, importance of, 61,65, 
Hospital, examinations in, 107. 
BUCY e IG. ela Oe 
Interpretation defined, 145. 

Irish, results for, 88. 


Johnston, K., 38. 
Judgment, 139. 


Kuhlmann, 38. 
J 


Letter-line test, 27. fe 
Materials for Point Scalg/135, 160, 
Memory, for designs, 132, 154. 
for digits, 129, 142. 
for sentences, 128, 144. 
Mental age, 161. 
derangement, 107. 
examining, conclusions 
ing, 417. 
preparation for, S7. 
problems, 108, 111. 
status, 161. 


concerl- 


218 A POINT SCALE FOR 


Mill operatives, results for, 90. 
Missing parts, 140. 


Norms, for adults, 93. 
general, G4. 
language groups, 64. 
for Point Seale, 61, 
sex, 68. 
sociological, 73. 
use of, 160. 
Nunbers of tests, original and re- 
vised, 159. 
Nutter, D: G., 89. 


Order of difficultness, 126. 
Original Point Seale, 159. 


Perception and comparison of pic- 
tures, 140. 
of missing parts, 180. 
Personal equation, 385, 45. 
Point Scale, advantages of, 45. 
applicability of, 89. 
defects of, 165. 
original and revised, 159, 
revised form, 135. 
Problems, for examiner, 108. 
mental, 108, 111. 
social, 109. 


Questions, comprehension of, 155. 


Racial differences, 83. 
status, 115. 
Record blank, original, 10, 11. 
for revised Binet tests, 18, 19. 
revised for Point Scale, 136, 
Ot: 


te-examination by Point Seale, 102. 


MEASURING 


MENTAL ABILITY 


Reliability of results, 95. 


a | 
- 


Results, method of expressing, 1- 
160. 

Revised Point Scale, 135, 159, 

Revision of Point Scale, 121. 


Scores for children, 52, 53. 
Scoring, all-or-none method, 31, 35. 

by points, 9, 12. 
Selection among results, 58. 
Sentence construction, 151, 152, 

153, 156. 

Sentences, repetition of, 144. 
Sex norms, 68. 
Sexes, comparison of, 59. 
Social problems, 109. 

status, Td. 
Sociological norms, 73. 
Square, copying of, 151. 
Status, Binet, 98. 
Stern, W., 3. 
Stoelting, C. H., 135, 160. 
Students, results for, 92. 
Sub-normal individuals, 55, 60, 
Suggestion, resistance of, 131, 149. 
Super-normal individuals, 55, GO. 


Terman; 39. 
Tests, averages for, 122. 
order of, 14, 127. 


Thorndike, BE: L., 3. 


Powis Ge bias set. 


Unfavored individuals, 75. 
Universal Point Scale, 165. 


Wallin, J. E., 34, 42. 

Weights, comparison of, 141, 146. 
Whipple, G. M., 3. 

Wyatt, S.° 28: 


UNIVERSITY OF ILLINOIS-URBANA 


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